An investigation of the impact of an industry-focused gender intervention on the self-perceptions and career aspirations of female undergraduate students in the STEM disciplines.

This study investigates the impact of a university female awards program (WiSTEM2D Program) on female science, technology, engineering and mathematics students’ confidence levels and career aspirations. Previous research suggests that positive self-efficacy, confidence in academic abilities, and positive attitudes are important factors that affect the persistence of women in STEM fields. Globally there is huge investment in initiatives that support females in STEM, however few studies have focused on how these programs impact females’ self-perceptions and career aspirations. Bronfenbrenner’s (1989) Ecological Systems Theory was applied and conceptualised to identify the influences on participating students. In this study, the spheres of influence are hypothesized to be society, university, family and peers, and the individual learner. A case study approach was adopted, and participants (30) completed surveys before and after engaging with the program. Focus groups (n = 13) and interviews (n = 11) were also conducted. The findings suggest that female students feel self-doubt, and that large class sizes and male dominated environments negatively affect their confidence. Female students commented that engaging with the WiSTEM²D program developed their STEM career knowledge and facilitated the development of their STEM networks. The findings provide support for female awards programs at university level. As STEM initiatives now target groups underrepresented in this domain, it is important the environments these students enter in higher education does not limit their potential to succeed.