Students’ course choice at university : a gender-based perspective

Abstract

The disparity in the gender composition of university courses is both an international and a local phenomenon. This dissertation seeks to analyse how, and the extent to which, course choices are influenced by gender dynamics. Current literature, internationally and locally, largely focuses on STEM (Science, Technology, Engineering and Mathematics) courses, especially on women studying such fields. In turn, this study will focus specifically on Humanities, Arts and Social Science (HASS) University students, contributing to fill the void in literature. By adopting a qualitative research design involving eight semi-structured interviews conducted with students in HASS, the study gathered thick descriptions and rich data of opinions and personal experiences in the process of making their course choices. Using thematic analysis, the findings suggest that, although gender might not have been the main factor for the students’ course decisions, still gender dynamics shaped their experiences leading up to and following course decisions. In fact, social agents (such as family, education, peers and the media) played a crucial role in reinforcing gender bias perceptions about course choices. Interestingly enough, it was found that HASS courses are perceived as being “soft” and “feminine”. In other words, HASS courses are seen as less important and not as prestigious, and more suited for women compared to other courses (especially STEM). Thus, participants needed to navigate these perceptions in their course choice as well as in their post-course experience.