Negotiating Gender and STEM: A Sociological Study of Individual, Familial, and Peer Acceptability in Higher Education

Abstract

The underrepresentation of females in Science, Technology, Engineering, and Mathematics (STEM) disciplines remains a pressing concern, despite global efforts to promote gender equity. This study examines the sociological dimensions of female participation in STEM, focusing on personal, familial, and peer acceptability as critical factors influencing engagement. A quantitative, cross-sectional survey design was employed to capture the perspectives of female students in STEM disciplines at a public sector university in Punjab Province, Pakistan. From an initial pool of 417 students selected through proportionate random sampling, 409 participants completed the study. Data were collected using a structured questionnaire, pre-tested for reliability (Cronbach’s alpha ≥ 0.700), and an attitudinal scale was developed to measure individualized, family-oriented orientations of femininity, and peer acceptability. Univariate analyses, including frequency distributions and percentages, were used to summarize participant responses. The study is framed within Bourdieu’s concepts of cultural capital and habitus and Connell’s theory of gender order, highlighting how social structures, norms, and institutionalized gender hierarchies shape female students’ experiences in male-dominated STEM fields. Findings reveal that personal confidence and motivation, parental encouragement, and supportive peer environments are pivotal in fostering engagement, whereas negative social expectations and lack of support constrain participation. The study underscores the need for institutional interventions, mentoring, and peer-support networks to enhance gender inclusivity. By integrating sociological theory with empirical evidence, the research contributes to understanding the complex social negotiations involved in the feminization of STEM higher education and offers actionable insights to promote equitable participation and career development among female students.