Women’s Belongingness and Self-Efficacy in UK Higher Education STEM Courses: Based on Gender Role Identity

This study examines the influence of gender role identity on women's STEM choices in the UK, analyzing 284 participants ( Mage =25.7). Findings reveal that traditional feminine identities and perceptions of parental expectations negatively correlate with STEM pursuits. The research highlights the impact of self-stereotyping on educational choices in STEM.