Why aren't young people pursuing engineering? 6 reasons from research

Math and STEM anxiety
The belief that people are divided into humanities and techies
The belief that you can't get into STEM professions without talent
Stereotypes that math and engineering are male-dominated fields
Poor math and science instruction in schools
A career in STEM is uninteresting in terms of the investment-return ratio

Course with employment: "The Profession of a Methodologist from Zero to PRO"

Math and STEM Anxiety

For many decades, psychologists and researchers have studied the phenomenon of math anxiety, which manifests itself as severe stress when faced with mathematical problems. In a number of countries, a direct link has been observed between math anxiety among schoolchildren and students and their success in learning mathematics. This is explained by the fact that if the very thought of solving a problem causes heart rate to increase, breathing to become difficult, and a sensation of darkening before the eyes appears, then coping with the task becomes extremely difficult. Math anxiety can be a serious obstacle to successful learning, so it is important to focus not only on developing math skills but also on reducing anxiety in students.

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A 2022 meta-analysis based on large samples found that the impact of anxiety on academic performance is small. However, adolescents with high levels of anxiety often perceive themselves as incompetent, which can lead to the decision to leave school in high school. This highlights the importance of support and psychological intervention for such adolescents to prevent negative consequences for their education and self-esteem.

A recent study of 183 students found that avoidance of STEM subjects throughout college was associated with levels of math anxiety, not actual math ability. This means that among freshmen with similar math skills, those with higher anxiety are less likely to choose STEM courses. These students tend to perform poorly in required courses. Thus, it is important to consider the influence of psychological factors such as anxiety on curriculum choice and achievement in mathematics.

Math anxiety is a complex phenomenon, and there is no single answer to the question of its origins. Research suggests that a predisposition to this condition may be inherited. Identical twins often have similar anxiety levels, suggesting a genetic component. However, beyond heredity, other factors influence the development of mathematics anxiety. These include educational practices, personal experiences, and societal attitudes toward mathematics. It is important to understand that both genetic and social factors play a significant role in the development of mathematics anxiety.

a negative first experience with mathematics (simply put, when you are unlucky with your teacher);
parents being nervous about the subject and, accordingly, "wounding up" their child;
an overabundance of tests and quizzes in the curriculum (they make students anxious about the results instead of focusing them on the learning process itself).

Some experts, such as Jo Bowler, a mathematics education researcher at Stanford University, argue that the system of teaching mathematics in schools has serious flaws. Lessons are often characterized by excessive formality, which leads to students starting to perform mathematical operations without mastering basic concepts such as number, quantity, and measurement. This, in turn, creates knowledge gaps and makes students feel anxious. The right approach to teaching mathematics should include a deeper understanding of the fundamentals, which will help students feel confident and able to tackle mathematical problems with confidence.

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Belief that people are divided into humanities and techies

Imagine a fifth-grader who finished the school year with a C in math. What might his parents and teachers say? Chances are, they won't "diagnose" him and claim he's struggling with math, but rather, they'll try to understand the reasons for his poor performance. They might point to individual difficulties in mastering the material, a lack of practice, or attention issues. Instead of labeling him, it's important to offer support and effective teaching methods to help the child improve his math skills. This approach will not only improve academic performance but also develop self-confidence, a key aspect of the learning process. Adults, even those without specialized training, understand that drawing definitive conclusions about abilities in fifth grade is premature. However, children often interpret their initial failures as a sign that they are not capable of mathematics. This observation applies not only to students with learning disabilities: even successful students in other subjects may believe that they will not succeed in a certain area, such as mathematics or languages. Thus, mathematics and languages are often perceived as opposing disciplines, which can negatively impact students' motivation and self-esteem. Support and guidance from parents and teachers can help children overcome these stereotypes and see their abilities in various areas.

Beliefs about one's own abilities are formed through comparisons of results across different academic disciplines. When a student sees that they have higher grades in one area, they may begin to believe they lack aptitude in another. These comparisons have a significant impact on students' self-esteem, beginning in early adolescence. A 2021 study found that students' confidence in their own performance increases in high school. This is because, as adolescents mature, they strive to define their individuality by identifying their strengths and weaknesses. Therefore, it is important to maintain a positive self-image and develop confidence in one's abilities, regardless of comparisons with others.

High school students often assume that students in engineering majors have a weak understanding of literature and history, while those in the humanities struggle with physics. This dichotomy can lead to misunderstandings and biases between students of different disciplines. It is important to understand that each person has unique abilities and interests that do not always conform to generally accepted stereotypes. Education should promote the integration of knowledge from various fields, which will help develop more complex thinking and improve interdisciplinary interaction.

A study of German high school students found that different motivational profiles, such as "high interest in mathematics and low interest in English" and "low interest in mathematics and high interest in English," significantly influenced their choice of university programs. This suggests that students' self-perceptions formed during their school years have a significant impact on their subsequent educational and professional trajectories. Thus, motivation and subject preferences play a key role in shaping their future career paths.

Schoolchildren's aptitude for languages and social sciences often develops faster than for mathematics. This is explained by the fact that most students encounter mathematical problems primarily in lessons, where they are not exposed to the practical significance of mathematics. In contrast, proficiency in their native language is essential for everyday life, which gives students more opportunities to recognize their abilities in this area. Thus, regular application of language skills in real-life situations contributes to their faster development and strengthens interest in languages and social sciences.

Reading is an important part of our lives. It not only develops intelligence but also helps to broaden horizons. Books, articles, and blogs provide us with new ideas and perspectives. It's important to make time for reading to enrich your inner world and improve your critical thinking skills. Focus on quality sources to keep your knowledge base constantly updated. Read relevant materials to keep you abreast of the latest trends and developments in your field of interest. Humanities and engineering disciplines represent two main categories of education that differ in their approach and content. Humanities fields, such as history, philosophy, literature, and sociology, focus on the study of human culture, society, and thought. They develop critical thinking, analytical skills, and the ability to interpret complex texts. Engineering fields, including mathematics, physics, engineering, and computer science, on the other hand, focus on the study of the hard sciences and their practical applications. These disciplines emphasize logic, quantitative analysis, and solving specific problems using scientific methods.

The main difference between humanities and engineering is that humanities seek to understand and explain human experience, while engineering focuses on creating and optimizing technology and solving practical problems. The choice between humanities and engineering depends on each student's personal interests, inclinations, and career aspirations.

The belief that you can't get into STEM professions without talent

Already in elementary school, children begin to form the belief that innate ability is necessary for success in mathematical disciplines, while such predispositions are not required in the humanities. This leads to the opinion that becoming a journalist or writer is possible without special talent, while achieving success in mathematics requires strong natural inclinations. This stereotype negatively impacts children's self-confidence and can limit their desire to develop mathematical skills. It's important to understand that in both the humanities and sciences, competencies can be developed through training and practice, and success depends not only on innate ability but also on perseverance and a desire to learn. The notion that special talent is required to successfully pursue STEM subjects can be a significant barrier for students, even if they are already enrolled in a university engineering program. Research in the United States has shown that many students, especially girls, begin to doubt their ability to meet the demands of their chosen major. This leads to a common phenomenon known as impostor syndrome, where students believe they don't deserve a place in a challenging program. Importantly, for girls, this feeling can persist even with high academic achievement. Support and motivation from teachers and peers are crucial for overcoming these doubts and building confidence in one's abilities. Beliefs about mathematics are often linked to a person's mindset, which can be divided into fixed and growth. These terms are commonly translated as "fixed mindset" and "growth mindset." People with a fixed mindset believe their intellectual, creative, and physical abilities are innate, and if they fail at something, they see no point in trying to improve. In contrast, a growth mindset is based on the belief that anyone can develop in their area of interest and successfully master new skills, provided they are willing to work hard and put in the effort. This understanding is key to achieving success in learning and personal development.

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Stereotypes that Mathematics and Engineering are Male Fields

One of the key themes in STEM research is the low percentage of women working in this field. According to the World Bank, women make up 54% of all tertiary graduates, but only 34% of them become researchers. In fields such as data science and artificial intelligence, the share of women does not exceed 26%. This suggests that girls and young women are getting lost in STEM fields at various stages of education, which requires attention and active change.

Research shows that gender stereotypes associated with professions are a major factor contributing to the problem of underrepresentation of women in STEM fields. Societal perceptions of men as scientists and engineers are much more prevalent than those of women in similar positions. In families with higher levels of education, parents are more likely to support their daughters in choosing technical fields. At the same time, mothers who hold traditional views on the role of women in society tend to direct their daughters toward "feminine" professions, such as nursing. In addition, peer pressure also affects girls' interest in science: if their friends choose traditional gender roles, girls are less likely to be interested in STEM disciplines.

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Male and Female Professions: Analyzing Gender Balance in Curricula

In today's world, professions are often divided into "male" and "female," reflecting outdated gender stereotypes. This division also manifests itself in curricula, where some fields exhibit a distinct lack of gender balance. For example, engineering and technical professions are traditionally considered male-dominated, while humanities and education are often perceived as female-dominated.

Research shows that gender inequality in education can have long-term consequences for career opportunities and economic advancement. It is important to focus on curricula that promote equal access to professions for both genders. To achieve this, it is necessary to implement inclusive practices that stimulate girls' interest in STEM (science, technology, engineering, and mathematics) and help boys develop skills in the humanities.

Creating balanced educational programs that take into account the interests and abilities of all students is an important step toward eliminating gender inequality in the labor market. Understanding and changing stereotypes in professions will help create a more diverse and productive society.

Although open discussions about gender inequality may be absent in a girl's environment, this does not negate its impact on her life. As noted in previous sections, schoolgirls and university students face more pronounced challenges related to gender stereotypes and social expectations. These challenges can affect both educational opportunities and career prospects, significantly limiting their potential and development. It is important to recognize that gender inequality permeates various aspects of life, shaping perceptions and attitudes that have a long-term impact on the future of young women.

At the level of choosing a specialty (even before entering university), the influence of math anxiety is noticeable primarily for girls, but not for boys.
Schoolgirls are somewhat more likely than boys to consider themselves humanities students. For example, a 2023 survey of adolescents and students in the United States shows this: girls and young women are much more likely than their male peers to say that they are unsure of their abilities in science and mathematics, do not consider it possible for themselves to make a career in this field, and are simply more often (37% versus 15% of boys) not interested in any relevant profession.

Gender stereotypes are not a problem only in disadvantaged countries where there is a shortage of female education. Conversely, research shows that in wealthier countries, girls are less likely to express interest in STEM professions. This suggests that gender stereotypes may deepen in a context of social prosperity. This phenomenon highlights the need for active measures to support girls in the study of science, technology, engineering, and mathematics (STEM) to overcome existing biases and create more equal opportunities for all.

This paradox is explained by the fact that as society grows wealthier, people increasingly choose professions for self-realization rather than for survival. Socially approved options for self-realization are considered the most attractive. If a particular society perceives art history or teaching as traditionally "feminine," women will be more likely to choose these professions. This highlights the influence of social context on professional preferences and career choices.

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"You're going to give birth": what obstacles prevent girls from choosing a career in engineering and IT

Many girls face preconceived notions and stereotypes that prevent them from choosing a career in engineering and IT. One of the most common barriers is the belief that a woman's role is limited to family responsibilities, such as motherhood. This preconceived notion creates the perception that women cannot or should not pursue technical professions.

Furthermore, a lack of role models and a lack of social support also play a significant role. Girls often don't see examples of successful women in engineering and IT, which can undermine their self-confidence. This lack of inspiration and support may lead many of them to choose more traditional professions, avoiding technical fields.

The low representation of women in STEM (science, technology, engineering, and mathematics) also creates a vicious cycle. The fewer women there are in these fields, the fewer new girls enter the profession. To overcome these barriers, it is important to create a supportive environment where girls can develop their skills and confidence.

Programs aimed at attracting women to engineering and IT professions should be actively promoted, as well as providing access to training and mentorship. It is important to change public perceptions of women's roles in technology and show that they are just as capable of achieving success in these fields as men.

Poor teaching of mathematics and science subjects in schools

The quality of STEM teaching in schools is a concern in many countries. In the United States, for example, a survey showed that nearly two-thirds of adults believe that science education in American schools is inferior to similar programs in other countries. Experts cite the negative impact of the pandemic on the educational process as one of the reasons for this opinion. It is important to focus on improving the teaching of STEM subjects to ensure students have the competitive knowledge and skills needed in the modern world.

In Russia, a pressing issue is the declining number of high school graduates passing the Basic State Exam (OGE) and Unified State Exam (USE) in physics, advanced mathematics, and chemistry. Experts note that students' interest in these subjects is waning, and their confidence in their ability to master them is also declining. One of the reasons for this situation is the shortage of qualified teachers, which negatively impacts the quality of education and student motivation.

One of the main reasons for the low interest in physics and chemistry in schools is the lack of necessary laboratory equipment. This makes learning less interactive and engaging, turning into theoretical lessons without practical experience. As a result, students' motivation to study these subjects significantly decreases. If the educational process included all planned demonstrations and experiments, this would contribute to a deeper understanding and interest in the natural sciences among students.

International comparisons, such as UNESCO data, indicate the negative impact of the lack of science laboratories in schools on the quality of STEM education. Insufficient teacher training is also a significant factor, a problem even in wealthy countries. According to an OECD report, in 2018, more than 10% of secondary school science teachers in 40 countries did not have specialized education. This means that although they may have general pedagogical training, they lacked specialized science education. In 27 countries, nearly half of eighth-grade mathematics teachers did not have a degree in this field. These findings highlight the need for improved teacher preparation and the creation of more modern learning environments for successful STEM instruction in schools.

Teachers' insufficient subject knowledge leads to unclear explanations, which, in turn, leads to misunderstandings, lagging, anxiety, and fear among students. There is statistical evidence that confirms the link between a teacher's degree in the subject they teach and the success of their students. For example, students taught by teachers without relevant degrees are less likely to choose STEM programs in colleges and universities, and if they do choose such programs, they have a high risk of dropping out. This underscores the importance of teacher preparation for improving the quality of education and student success in the future.

Students in STEM majors in Russia and the United States often face challenges that can lead to dropout. According to Russian data, students in engineering and technology fields are particularly vulnerable in this regard. The main reasons for this phenomenon include low Unified State Exam (USE) scores upon admission and a lack of motivation to study. Success in STEM subjects requires high engagement and an understanding of complex concepts, which students do not always achieve. Effective student support strategies can help reduce dropout rates and improve academic achievement. The quality of STEM education in Russia is uneven. The shortage of qualified teachers is particularly acute in rural and disadvantaged areas. This means that physics and other STEM subjects are accessible only to a limited number of students, which, according to some experts, makes physics an elitist subject. Measures are needed to improve teacher preparation and ensure equal access to quality STEM education for all students, regardless of where they live.

STEM careers are uninteresting in terms of the investment-return ratio

According to a current theory of academic motivation, known as expectancy-value theory, the desire to learn is formed from two key components. The first aspect includes the expectation of success in educational activities, and the second is the value that the learner attaches to the knowledge and skills acquired. These two elements are interrelated and influence the level of student motivation, determining their readiness to learn and achieve goals. Understanding these factors can help in the development of effective educational strategies and methods that contribute to increasing academic motivation.

how confident a person is in the success of learning;
how important learning is to him.

Learning science and mathematics is often associated with certain difficulties. Students may perceive these subjects as overly complex, which reduces their confidence in their success. Furthermore, the practical value of an education focused on mathematics or science is not readily apparent to everyone. Even among those students who show interest in these subjects, few subsequently choose careers in these fields. This highlights the need for a deeper understanding of the importance and application of this knowledge in real life.

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Various studies confirm that STEM majors do not cause high interest among applicants who may choose other fields of study. According to a 2013 study based on US graduate data, graduates with strong proficiency in both mathematics and languages were less likely to choose STEM careers than those with stronger skills in mathematics alone. This highlights the need to analyze the factors influencing career choice and the importance of making STEM education more appealing to prospective students.

Strong mathematical ability does not always correlate with motivation to study mathematics and career choices in this field. A study of US ninth-graders found that 15–28% of gifted students in STEM fields show no interest in further study in these disciplines. This highlights the importance of not only developing mathematical skills but also fostering motivation and interest in the subject for successful careers in science and technology.

Research shows that some successful students choose to forgo challenging math courses in favor of other subjects they believe are more valuable for their future. This decision allows them to focus on the disciplines they consider more meaningful for achieving their goals.

The choice between STEM majors and humanities fields is a source of much debate. Studies analyzing graduate earnings do highlight the advantages of a STEM education, often cited as more practical and in-demand. However, the findings of these studies are not always clear-cut. American scientists point to a variety of factors that can influence income differences between graduates of different programs. These factors include the level of demand for specific professions, regional wage differences, and the individual skills and career strategies of graduates. English: It is important to keep in mind that career success depends not only on a specialty, but also on personal qualities, networking, and a willingness to engage in lifelong learning.

selection effect (students from the wealthiest families initially get into prestigious specialties);
imperfect statistics, which exclude some low-paid workers, the unemployed, and housewives;
overestimation of the expected difference in future salaries - after all, it is not a fact that current income levels will be maintained.

According to statistics from Poland, similar to Russia, only some STEM fields actually provide higher salaries for recent graduates. Such fields include mathematics and information technology. Overall, researchers emphasize the significant diversity of individual career paths, concluding that the choice of educational field is not a guarantee of successful work for a particular student.

To overcome the reasons that repel young people from engineering and science, there are various approaches applied in different countries with varying success. These methods are aimed at increasing interest in STEM disciplines and creating a positive image of the engineering profession. In a separate article, we discussed successful practices and initiatives that can inspire the younger generation to choose this field.

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