The Field of STEM to Students: Inclination

By Lisa Banti


Inclination towards STEM

The questions posed in this section were chosen to understand to what degree schools are being proactive in the education of STEM and the provision of learning opportunities related to STEM subjects.

46% of respondents claim to have felt a subliminal push, whether induced by the school or parents, towards STEM subjects. While 54% of respondents from all genders did not consider that their decisions are being affected by a subliminal push towards STEM disciplines.

29% of students would like to have more meetings with universities, with a higher number of female respondents. 23% of all students would like to have more meetings with tech companies, 58% of respondents were male students. 20% would like to see more variety with scientific subjects al school. 17% of all students responded that they did not have any suggestions to encourage STEM careers. Lastly, 11% thought that additional encouragement was not needed.

In this case, the total average ranged higher, as students suggested for there to be more meetings with universities. Although, the boy’s total average percentage shows that the majority of 25%, would prefer to meet with tech companies.

STEM, work and gender prejudice

This category of questions was asked to understand how much prejudices linger in our generation’s youth and if their mindset affects how they work in relation to the other gender.

Female and male respondents both feel as though women are suitable to pursue STEM professions. Separately, 7% of male respondents say think women shouldn’t pursue STEM subjects; likewise, 6% of female respondents think the same. 11% of non-binary respondents feel the same. Within the aggregate female respondents the school most adamant on women not pursuing STEM is MUST High School from Mongolia. Among the total of male respondents, the school with most answers to this aspect is also MUST High School.

39% of the total average of respondents thinks that male students are favored in respect to female students pursuing STEM. Equal treatment in the workplace gets the majority in the respondent’s answers, with a total average of 56%. The average of female respondents that said they feel this way is 52% (i.e 230 female students out of 444 female respondents). For this question, the total average for ‘equally favored’ answers given by male students is 71%. This percentage differs greatly form the female respondents percentage for ‘equally favored’. The total average of the female students answers for ‘equally favored’ stand at 45%. The difference between the total average percentage of answers given for this question, between female and male respondent is of 26%.

For the question asking each student if they have heard of prejudice against women working/studying in the STEM field, the answers are varied. The total of students saying they have, amounts to 62%. 58% of all non-binary students (tot. of 19 respondents) have answered ‘yes’. The majority (75%) of female respondents answered ‘yes’, while the majority (54%) of male respondents answered ‘no’. From these answers, we can conclude that female students are more likely to hear of someone receiving prejudice, than male students are.


The majority (56%) of all respondents have answered yes to whether or not they think there is a stereotype that distances women from studying STEM subjects. Just like in the last question, the majority of female and male respondents answers to this question, are opposite. Aggregate female respondents answers show that 67% think there is a stereotype limiting women’s opportunities in the STEM field. For male respondents, the majority of 58% has answered that they do not think such a stereotype exists.

Many of the respondents (81%) say they are aware that there is a difference in treatment between the genders at the workplace. In case of this question all genders, female, male and non-binary’s answers concur with each other. The majority of non-binaries respondent’s answers being 84% ‘they know it exists’. 89% of female student respondents answered the same; and 71% of male student respondents as well.

Out of the total average, the majority (45%) of all genders answered they don’t know if such differences in treatment and prejudices will be reflected on them too. In the average percentages of female student respondents, the majority lays in 50% ‘I don’t know’. Interestingly enough, the majority (49%) of male student respondents have answered ‘no’. These results seem to be coherent with the fact that we still live in a mainly male dominant society; it is therefore understandable that young male students of our generation believe they won’t be treated differently from other employees in the workplace.

Similarly to another question, the average majorities answers (81%) veered towards a ‘yes’. For the question asked; do you think diversity has a value in our society, the answering total says ‘yes’, with the different genders having varying percentages. The average percentage for option ‘yes’ of all female students is 82%, with the rest answering ‘no’. For all male students who answered ‘yes’, the average percentage is 79%, meaning there is only a 2% difference between the answers of female and male students. The average percentage of non-binary respondents who answered ‘yes’ to this question is 84%.

Of all female respondents, only 36% have role models, 9% of the opposite gender, therefore male; and 27% of the same gender. More than half (64%) has said they don’t have a role model, someone who inspires them to pursue STEM studies. Meanwhile, of all male respondents 35% has said to have role models. Just 8%, being of the opposite gender, therefore female; and 26% of the same gender. For non-binary students, the percentage of them having role models is 42%. With 26% being of the same gender as the respondents. Still, 58% have answered they have ‘no role models’.