A Qualitative Study Exploring Female College Students’ Perceptions of Science Technology Engineering and Mathematics Instruction
Date
2023
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Abstract
Female students are underrepresented in undergraduate science, technology, engineering, and mathematics (STEM) academic courses. The problem is a lack of understanding of how female college students' perceptions of course climate and instruction affect their representation in STEM courses. A gap in the literature exists related to how female college students may ascribe academic performance and self-efficacy in STEM courses differently depending on faculty gender. The purpose of this basic qualitative research study is to understand how female college students' perceptions of course climate and instruction affect their representation in STEM courses. Self-determination theory and self-efficacy theory served as theoretical frameworks for this research. Research questions explore the effect of faculty instructional practices on female STEM students' self-efficacy, academic performance, and perceptions of instruction based on faculty gender. A purposively selected sample (n =18) out of the average yearly enrollment of the total population (N =200) of female first- or second-year students in STEM major courses was used in this basic qualitative study. Data collection was conducted using a focus group protocol instrument, a structured interview protocol instrument, and a questionnaire. Thematic data analysis identified emergent patterns in participant experiences. Results revealed participants perceived self-efficacy and academic performance as inseparable and dependent upon an active learning inclusive course environment. Female faculty had a positive effect on female STEM student self-efficacy. Recommendations include a diffusion model using 21st-century teaching pedagogy change agents and female STEM faculty in campus leadership roles.
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