A scopic review of gender gaps in STEM studies in Bangladesh and Pakistan

This paper will explore gender differences in Science, Technology, Engineering, and Mathematics (STEM) education and careers in Pakistan and Bangladesh, and question why women continue to be underrepresented in these areas. It examines structural, cultural, and institutional constraints restricting the involvement of women such as the restrictive social norms, access to education, and unavailability of role models of females. Through a comparative analysis approach, the research uses the Social Cognitive Career Theory (SCCT), Bourdieu ideas of capital and field, and intersectionality to evaluate the relationship between self-efficacy, resources, and social identities and career decisions. The results indicate that although both nations experience structural constraints in a similar fashion, policy implementation and institutional backing influence the results. The current interventions in Pakistan, including educational incentives and ICT policies, are not equally implemented. The research finds that to enhance the situation regarding women representation in STEM, it is necessary to implement specific policies, mentorship, financial aid, and social transformation. These results form a basis of future studies and policy formulation on a more inclusive STEM environment. Keywords: Gender differences, STEM education, Social Cognitive Career Theory, Bourdieu, intersectionality, policy interventions.

Author dc:creator

• Muhammad Umar 1996-

Contributors dc:contributor

• Háskóli Íslands

• Alþjóðlegt nám í menntunarfræði
• Raungreinar
• Kynjamunur

Language dc:language.iso

en

Handle dc:identifier.uri

https://hdl.handle.net/1946/52494

OAI identifier oai:identifier

oai:skemman.is:1946/52494