The choice of scientific and engineering higher studies: analysis of some influential factors across six countries

Abstract

This paper addresses the international challenge of young people’s declining rates (lower for women) to pursue a higher education career in science, technology, engineering and mathematics (STEM), though very nuanced depending on the country. The aim is to provide evidence-based data to understand the challenge for men and women, and consequently, to improve the patterns of recruitment, retention and gender equity in STEM degrees in the framework of the IRIS project (Interest & Recruitment in Science). STEM students from six Latin countries in their first-year of college were surveyed through the IRIS research questionnaire about a variety of influencing factors: previous school experiences, influencing persons, out-of-school activities and priorities for the future. The quantitative results allow finding the most influential factors on STEM choice, the national profiles of the countries and the differences between women and men; the most important factors for choosing a STEM degree are the interest in science, the lessons showing practical applications, good science teachers, popular science TV series, books and magazines and some priorities for the future (doing something interesting, using talents, developing myself). Further, many items display statistically significant differences across gender, and practically all items show differences across countries, which also devise some patterns for countries. Finally, the implications for teaching science and improving the recruitment in CTIM education are discussed.