THE ACADEMIC AND SOCIAL EXPERIENCES OF FEMALE STEM STUDENTS FROM DIFFERENT UNIVERSITIES IN ASTANA AND ALMATY

Abstract

This qualitative study explores the experiences of female undergraduate and graduate students pursuing STEM (Science, Technology, Engineering, and Mathematics) degrees in male-dominated higher education environments in Kazakhstan. Drawing on the "leaky pipeline" framework, the research investigates how social, cultural, and institutional factors influence students' persistence, motivation, and sense of belonging in STEM fields. 9 semi-structured interviews were conducted with students from four universities in Astana and Almaty. Thematic analysis revealed four interrelated themes: (1) gendered hardships in academic and workplace environments, (2) social and institutional support systems, (3) coping strategies and motivation, and (4) the influence of cultural and gendered stereotypes. While participants consistently expressed a desire to remain in STEM, their experiences were shaped by layered gendered challenges. These included being underestimated by faculty and supervisors, gendered role expectations around family and appearance, and a lack of female role models in leadership positions. Respondents often relied on individual strategies—such as building advanced technical skills or seeking informal peer networks—to sustain motivation. However, many also described subtle self-doubt and hesitation to speak up or seek opportunities, which reflected internalized gender-based rejection sensitivity. These findings suggest that even highly motivated students navigate complex emotional and social pressures that institutions largely overlook. To reduce dropout rates and build more inclusive environments, universities must address not only visible barriers but also the hidden emotional burdens placed on women in STEM.