Exploring Internal Factors of Gender Disparity in STEM Courses and Majors: A Case Study of Hong Kong

Abstract

STEM education plays a crucial role in developing innovative solutions to complex global challenges, yet women remain significantly underrepresented in these fields, particularly in colleges and universities. According to the National Center for Science and Engineering Statistics, while women comprise over 50% of college students, they represent only 20% in engineering and 19% in computer science of the STEM workforce, highlighting a significant gender gap in STEM courses and majors. (NCSES, 2023).This study examines the psychological and social mechanisms underlying female underrepresentation in STEM education in Hong Kong, specifically focusing on class and major enrollments. By reviewing academic literature and survey data, the study identifies three critical internal factors that contribute to this specific gender disparity: negative self-perceptions fostered by traditional gender stereotypes, diminished sense of belonging due to the underrepresentation of female role models, and reduced interest in STEM subjects stemming from internalized societal expectations. Through examining these interconnected psychological barriers, this study provides insights into how gender stereotypes are internalized and shape female students’ academic choices suggesting possible interventions to create a more inclusive STEM educational environment in Hong Kong.