caerCentral Asian Economic ReviewCentral Asian Economic Review2789-43982789-4401Университет Нархозcaer-48Research ArticleЭКОНОМИКА ОТРАСЛЕВЫХ РЫНКОВECONOMY OF INDUSTRIAL MARKETSГЕНДЕРНЫЙ РАЗРЫВ В ИЗУЧЕНИИ STEM ДИСЦИПЛИН И ПУТИ ИХ ПРЕОДОЛЕНИЯ: КАЗАХСТАНСКИЙ КЕЙСGENDER GAP IN STEM STUDIES AND WAYS TO OVERCOME THEM: A KAZAKHSTAN CASEhttps://orcid.org/0000-0002-9544-0628КусайынкызыА.KussaiynkyzyA.

Айгерим Кусайынкызы – докторант 2-курса по специальности «Государственное и местное управление»

Алматы

Almaty

aigerim.kussainkyzy@narxoz.kzhttps://orcid.org/0000-0001-6216-1545ДоскееваГ. Ж.DoskeyevaG. Zh.

Доскеева Гульашар Жармагамбетовна – доктор экономических наук, профессор

Алматы

Almaty

gulashar.doskeeva@narxoz.kzУниверситет НархозКазахстанNarxoz UniversityKazakhstan2020280620200391105Copyright © Кусайынкызы А., Доскеева Г.Ж., 20202020Кусайынкызы А., Доскеева Г.Ж.Kussaiynkyzy A., Doskeyeva G.Z.Данная работа распространяется под лицензией Creative Commons Attribution 4.0.This work is licensed under a Creative Commons Attribution 4.0 License.https://caer.narxoz.kz/jour/article/view/48

Цель исследования. Изучение факторов, которые предсказывают интерес студентов к изучению областей науки, техники, инженерии и математики (STEM) в зависимости от их социальноэкономического положения. Результаты анализа ответов на опрос 109 студентов девушек технических специальностей показывают, что опыт обучения в STEM положительно связан с интересом студентов к изучению областей STEM. Ожидаемые результаты и убеждения в собственной эффективности положительно коррелируют со студентами, вступающими в области STEM, но не различают их интересы в областях обучения. Методология. С практической точки зрения были использованы самые популярные варианты опросов:анкеты и интервью. Оригинальность / ценность исследования. Для изучения этого потенциального эффекта была использована теория самоопределения, чтобы определить, как контекст обучения влияет на социальные и мотивационные результаты программы STEM для молодежи с недостаточным уровнем обеспеченности услугами. Результаты исследования. Усилить инструментальную роль позитивного восприятия учителей студентами в поощрении более желательной самостоятельной мотивации для участия в программе STEM. Кроме того, программы STEM должны учитывать и интегрировать новые подходы, которые смягчают негативное влияние установленных структур и процессов на мотивацию учащихся для этих программ и, возможно, интерес к карьере STEM.

Purpose of the research. The study aims to discover factors that predict student’s interest in pursuing science, technology, engineering, and mathematics (STEM) fields in relation to their social-economic background. Participants were 109 female students from STEM fields. Expectations and self-efficacy beliefs positively correlate with students choosing STEM fields, but did not differentiate between their interests in the fields of study. Methodology. The research was carried out using a qualitative approach and involved conducting semi‐structured interviews. Originality / value of the research. To examine this potential effect, self-determination theory was used to frame how the learning context influences the social and motivational outcomes of a STEM program for youth. Findings. Reinforce the instrumental role of students’ positive perceptions of teachers in fostering a more desirable self-determined motivation for STEM program participation. STEM programs must consider and integrate new approaches that mitigate the negative impact of established structures and processes on student motivation for these programs and, potentially, interest in STEM careers.

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The authors declare that there are no conflicts of interest present.