Mentoring for Inclusion in Stem: Recommendations From Western Australian Survey Findings

This paper reports the challenges, enablers, and mentoring experiences of women in science, technology, engineering, and mathematics (STEM) fields, based on a mixed-methods survey conducted in Western Australia (WA) with female participants (n = 116) working or studying in STEM. Guided by elements of critical theory and feminist research methodology, the study prioritized the voices of women and aimed to highlight the power dynamics within STEM. The underrepresentation of women and girls in many STEM careers and courses of study is a persistent issue in Australia, and despite Western Australia’s identity being inextricably linked to the resources industry, there is little research into WA women’s experiences in STEM. From a critical theory perspective, diverse participation and female empowerment in STEM education and careers is a crucial social outcome. The survey findings showed the most significant barriers to pursuing STEM studies and careers for Western Australian women included sexism, a lack of female role models, and low confidence in STEM skills. Conversely, a sense of aptitude, enjoyment of STEM activities, and the alignment of careers or study with personal values were the key enablers. Findings also illustrate the key traits of successful mentors for women in STEM and indicate ways in which positive perceptions of STEM could be fostered among adolescent girls. These insights contribute to the discourse on gender equity in STEM and provide recommendations for stakeholders striving to create more inclusive environments for women in STEM.