‘STEM’Ming the Leaky Pipeline for Women and Non-Binary Students in STEM. an Inter-Disciplinary Study on Women and Gender Diverse Student’s Experiences in STEM.

Despite an increase in the number of women and other minority groups in undergraduate STEM (science, technology, engineering and mathematics) programs, they still remain underrepresented or excluded in academia and the workplace. Women and non-binary persons are historically underrepresented minorities and unfortunately this is still the case in 2024. The reasoning as to why women and non-binary student’s are not pursuing academic careers in STEM is less well explored. In fact, many studies into the factors contributing to the leaky pipeline of STEM have largely overlooked experiences faced by gender diverse students all together with a brief search identifying only three. We sought to ask how does the educational experience affect the decision to move away from pursuing studies and ultimately a career in STEM? Using the lens of SCCT (Social Cognitive Career Theory) we sought to identify factors that influence STEM educational choices made by women and non-binary students. We aim to build onto Lent’s theory (1994) by exploring how implementing inclusive pedagogy can enhance the student experience for female and non-binary students.

This study aims to fill the literature gap by exploring the personal experiences of women and gender diverse in STEM to gain an insight on what factors support or impede the choices of female and non-binary students in STEM disciplines. This study also explores first-hand the roles played by educators in an inter-disciplinary context. By shining a sociological lens onto the educational experience of women and non-binary students, it is hoped that implementing new and innovative teaching practices leading to positive educational experiences will ultimately stem the leaking pipeline of STEM.