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Abstract Despite significant progress in gender equality, pervasive gender stereotypes and discrimination persist worldwide. These ingrained perceptions, based on gender, contribute to the disadvantage experienced by women in multiple areas of their lives. This is especially evident in female professionals studying and working within male-dominated fields like Science, Technology, Engineering, Mathematics, and Medicine (STEMM), where the representation of women collectively amounts to less than 17% in Australia. Therefore, this study aimed to investigate how female undergraduate students in STEMM fields conceptualised gender-based stereotypes within their academic programs, and how these experiences shaped their outlook on being women in a field that defies traditional gender norms. Employing an exploratory qualitative approach grounded in the social constructionist, and feminist, perspectives, face-to-face semi-structured interviews were carried out with 13 female undergraduates in STEMM disciplines, aged between 19 and 43, from Australian universities. An inductive reflexive thematic analysis of the data led to the construction of four themes that contribute to the comprehension of how female undergraduates recognise and manage prevalent gender-based stereotypes during the early stages of their professional journeys. Participants recognised their gender and its related traits as a drawback to their presence in STEMM, and felt that these attributes did not align, leading to a sense of academic disadvantage. The prevalence of male supremacy within STEMM was acknowledged as originating from the embedded patriarchal system within these fields, granting undeserved advantages to male undergraduates, enabling them to perpetuate a narrative that solely favours them.
Matthew J. Phillips (Thu,) studied this question.