Women’s Science, Technology, Engineering, and Mathematics Persistence After University Graduation: Insights From Kazakhstan

Abstract

Women’s persistence in science, technology, engineering, and mathematics (STEM) has been widely researched in educational settings, whereas less is known about their STEM persistence after graduation. Drawing on social cognitive career theory and in-depth semi-structured interviews with twenty women graduates majoring in STEM fields, this article explores women’s persistence in STEM fields in Kazakhstan within four years after university graduation. The findings of the study are mapped around four themes—STEM self-efficacy beliefs, STEM career outcome expectations, organizational factors, and socio-structural factors—that are found important in shaping STEM women’s post-graduation career choices. The study also reveals factors accounting for disparities in women’s STEM persistence across different STEM fields. Implications highlight the need for more work at organizational and socio-structural levels to develop favorable conditions motivating and enabling women to persist in STEM careers within a patriarchal context.