Understanding motivational beliefs of women in postsecondary STEM- vocational-technical education. Evidence from Chile

Abstract

ABSTRACT Women face many barriers to entry into and persistence in science, technology, engineering, and mathematics (STEM) fields. Drawing on expectancy-value theory (EVT) and using a qualitative approach, this study sought to deeply understand women’s entry and persistence in STEM-related postsecondary Vocational Technical Education (VTE) programs that lead to male-dominated skilled trades in construction, metalworking, and mining sectors in Chile. The findings revealed that, depending on the economic sector women were preparing to work in, different motivational patterns of EVT beliefs emerged that allowed women to overcome the high costs imposed by the gender stereotypes they encountered in their studies. Therefore, to improve women participation in VTE programs related to STEM fields, institutional and government policies must consider these different motivational profiles, as well as different strategies to improve women identity with these male-typed skilled trades.