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GENDER GAP IN STEM STUDIES AND WAYS TO OVERCOME THEM: A KAZAKHSTAN CASE

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Abstract

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.

About the Authors

A. Kussaiynkyzy
Narxoz University
Kazakhstan
Almaty


G. Zh. Doskeyeva
Narxoz University
Kazakhstan
Almaty


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Review

For citations:


Kussaiynkyzy A., Doskeyeva G.Z. GENDER GAP IN STEM STUDIES AND WAYS TO OVERCOME THEM: A KAZAKHSTAN CASE. Central Asian Economic Review. 2020;(3):91-105.

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