The underrepresentation of women in STEM fields presents a moral and economic
challenge, as it leads to the loss of talented minds and workers. Bridging the gender gap
in STEM education and employment is both an ethical imperative and a practical
necessity.
Drawing on the Psychology of Working Theory (PWT; Duffy et al., 2016), this
longitudinal mixed-methods study explores how female STEM students experience their
studies and prepare for entry into the labor market. It examines how individual and
contextual factors contribute to their ability to attain decent work after graduation.
The qualitative component includes semi-structured interviews with 28 Israeli female
undergraduate STEM students (Mean age = 26.98; SD = 2.90), conducted six months
before and after graduation, focusing on their career aspirations and job search
experiences. Findings reveal that male faculty members often behave unequally toward female students, conveying direct harm and signaling to peers that such behavior is
acceptable. This creates a hostile environment in which female students report feeling
insecure and marginalized.
The quantitative component involved 387 participants (Mean age = 25.91; SD = 2.05).
It assessed the impact of marginalization and economic constraints (measured before
graduation) on occupational outcomes six months after graduation. Key individual traits
examined were proactive career behavior and self-efficacy in managing work-family
conflict.
Regression analysis showed that four factors significantly predicted decent work
outcomes at follow-up, accounting for 25% of the variance: employment during studies
(β = .21*), experiences of gender-based exclusion (β = -.15*), supportive peer
relationships (β = .12), and self-efficacy in managing work-family roles (β = .22*).
Findings underscore the importance of addressing structural inequality in academic
environments and enhancing individual agency to promote equitable access to decent
work.