FEMINIZATION OF STEM EDUCATION IN HIGHER EDUCATION: ARRAYS OF ACCEPTABILITY AND RESISTANCE

Abstract

This study has been designed to examine the feminization in science, technology, engineering, and mathematics (STEM) at higher education institutions, specifically referring to acceptability and resistance. Females are encouraged to continue the traditional careers that include teaching, nursing, and careers in art-related subjects. Currently, females are entering STEM education gradually around the globe. This study opts for a qualitative exploratory research design, grounded in an extensive review of research published documents on the topic, i.e., feminization of STEM education, acceptance, and resistance. A total of 136 peer-reviewed research documents have been systematically extracted from reputable digital databases and other academic resources available through the academic library. The research documents selection process has been continued until data saturation. The inclusion criteria of the study have required that selected studies explicitly address feminization of STEM education, be conducted within the context of higher education, and be published in well-recognized peer-reviewed national and international journals. Further, the thematic analysis technique has been employed to present and discuss the data qualitatively. The study concludes that the feminization of STEM higher education has been shaped by a complex interplay of resistance and acceptability. The study findings reveal that momentous paces have been made in motivating and encouraging female participation in STEM fields. Contrary to it, resistance carries on in elusive and manifest forms, expressing through gender stereotyping, peer biases, lack of role models, specifically, and perceived male dominance in several technical fields in higher education.

Keyword: Higher Education, Acceptability, Resistance, Feminization, STEM Education