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Gender Disparity in Science, Technology, Engineering, and Mathematics (STEM) Programs at Jordanian Universities

Author

Listed:
  • Omar Bataineh

    (Department of Educational Foundations and Administration, Faculty of Education, The Hashemite University, Zarqa 13133, Jordan)

  • Ahmad Qablan

    (Department of Curriculum & Instruction, College of Education, United Arab Emirates University, Al Ain 15551, United Arab Emirates
    Department of Teaching & Curriculum, Faculty of Education, The Hashemite University, Zarqa 13133, Jordan)

  • Shashidhar Belbase

    (Department of Curriculum & Instruction, College of Education, United Arab Emirates University, Al Ain 15551, United Arab Emirates)

  • Rachel Takriti

    (Department of Curriculum & Instruction, College of Education, United Arab Emirates University, Al Ain 15551, United Arab Emirates)

  • Hassan Tairab

    (Department of Curriculum & Instruction, College of Education, United Arab Emirates University, Al Ain 15551, United Arab Emirates)

Abstract

Science, Technology, Engineering, and Mathematics (STEM) has been one of the top educational priorities of several countries to promote 21st-century skills with creativity, critical thinking, collaboration, communication together with problem-solving. This study aimed to identify university students’ preference for STEM subjects and the percentage of those who earn a university degree in any STEM field. The sample consisted of 16,134 male and female students who had graduated with a degree in any of the STEM fields between 2008 and 2018. Data analysis revealed a disparity in preferences and percentages of males and females who enroll in STEM education, whilst male students prefer to pursue a degree in almost every field of engineering, female students prefer to study fields related to medical sciences, basic sciences, and mathematics. The study attributes that disparity to the job market’s hiring preferences. The study suggested certain multisectoral suggestions to address gender disparity and spark Jordanian women’s interest in pursuing STEM education.

Suggested Citation

  • Omar Bataineh & Ahmad Qablan & Shashidhar Belbase & Rachel Takriti & Hassan Tairab, 2022. "Gender Disparity in Science, Technology, Engineering, and Mathematics (STEM) Programs at Jordanian Universities," Sustainability, MDPI, vol. 14(21), pages 1-21, October.
    • Handle: RePEc:gam:jsusta:v:14:y:2022:i:21:p:14069-:d:956447
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    References listed on IDEAS

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    1. Ana Jesús López & Dolores Pereira, 2021. "The Value of Transfer of Knowledge in Bridging the Gender Gap in STEM," Sustainability, MDPI, vol. 13(10), pages 1-15, May.
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