Understanding STEM and non-STEM female freshmen in the Middle East: a post-pandemic case study

AbstractAfter a disruptive event, such as the pandemic, it is reasonable to re-assess the status of past educational disparities. Re-assessment is particularly important for female college students from a traditionally patriarchal society attempting to promote gender equity in education. During the pre-pandemic era, such students preferred non-STEM programs over STEM programs at disproportionate rates. The present study examined indices of performance during the freshman year before and after the pandemic to determine whether choice and performance differences exist between female students enrolled in STEM and non-STEM programs. Comparisons involved the number of courses completed and the grades obtained in mandatory general education courses devoted to communication, computational, and professional competencies. In the pre-pandemic period, STEM students outperformed non-STEM students in all three competencies. In the post-pandemic period, STEM students outperformed non-STEM students only in communication competencies and professional competencies. Yet, in both student groups, post-pandemic performance was lower, even though STEM students completed fewer general education courses. These findings suggest that female students’ re-adjustment to on-campus instruction was challenging, particularly in STEM majors. Although female STEM learners remained a minority and faced performance challenges in the post-pandemic environment, their numbers increased. Because the pursuit of gender equity in education and employment rests on the academic success of such students, these results along with qualitative data obtained from on-campus interviews demand a retooling of academic support systems. A discussion of the available options for early interventions is put forth.