Negotiating Femininity in STEM Higher Education: Patterns of Career, Individual, and Family Orientations
Abstract
The increasing enrollment of women in Science, Technology, Engineering, and Mathematics (STEM) at higher educational institutions has prompted critical examination of how female students negotiate their identities within traditionally male-dominated fields. This study explores the negotiation of femininity through three distinct orientations careerist femininity, emphasizing professional achievement and skill development; individualized femininity, focusing on personal growth and self-expression; and family-oriented femininity, prioritizing domestic and caregiving responsibilities alongside academic pursuits. A quantitative, cross-sectional survey design was employed, collecting data from 409 female students enrolled in the Faculty of Science at a public sector university in Punjab, Pakistan. A structured questionnaire, pre-tested for reliability (Cronbach’s alpha ≥ 0.700), measured participants’ attitudes and experiences. Univariate analyses, including frequency distributions and percentages, were used to summarize the data. Findings indicate that female students continuously navigate patterns of acceptability and resistance, balancing societal expectations, institutional norms, and personal aspirations. Careerist orientations are often constrained by cultural norms and family expectations, whereas individualized orientations reflect a growing emphasis on autonomy and self-expression. Family-oriented femininity remains influential in shaping academic engagement and future career planning. By situating these experiences within role theory, Bourdieu’s habitus and cultural capital, and Goffman’s dramaturgical perspective, the study illuminates the multidimensional dynamics of gender negotiation in STEM. The findings underscore the need for inclusive policies, supportive practices, and flexible learning environments that recognize the diversity of feminine identities and facilitate equitable participation in STEM higher education.
