Unequal access, equal outcomes? Gender differences in the relationship between university-led STEM program factors and undergraduates' career commitment in STEM

• In Event: Gender Equity in STEM from a Comparative Education Policy Perspective

Abstract

Grounded in Social Cognitive Career Theory, this study investigates how China’s Strong Foundation Program influences STEM career commitment among undergraduates, with a focus on gender differences. Using data from 19,108 students across 39 universities, the findings reveal that program participation reduces gender disparities in STEM career commitment. STEM professional self-efficacy and perceptions of STEM professionals play key mediating roles, with distinct gendered pathways. Course resources and research opportunities especially benefit women, while peer interactions have a greater influence on men. Mentorship quality supports both genders. These results highlight the potential of well-designed university-led STEM programs to act as gender equalizers, fostering equitable career development and enhancing STEM engagement among underrepresented groups.

Authors

• Wei Wu, Peking University

• Congbin Guo, Peking University