Gender, Self-Efficacy, and Stereotypes: Socio-Psychological Predictors of STEM Career Interests Among High School Students in Uzbekistan

Abstract

Science, Technology, Engineering, and Mathematics (STEM) fields are critical to national development and innovation, yet they continue to face workforce shortages and persistent gender disparities. The underrepresentation of women in STEM is a global issue shaped by interconnected socio-psychological and structural factors. Guided by Social Cognitive Career Theory and the STEMO (Stereotypes, Motivation, and Outcomes) model, this study examines how gendered STEM stereotypes and self-efficacy influence high school students’ interest in STEM careers. Using cross-sectional survey data from 314 high school (Grade 10-11) students in Uzbekistan, the study analyzes levels of interest and ability stereotypes, self-efficacy, and career interest, as well as gender and school context differences. It further investigates whether stereotypes predict STEM career interest through the mediating role of self-efficacy and how these relationships differ by gender. The findings revealed that male students report higher STEM self-efficacy and stronger interest in engineering and science-related careers, while female students show greater interest in Medical and Biological fields. Differences were also observed across school contexts. STEM self-efficacy emerged as the strongest predictor of career interest. Interest-based stereotypes (beliefs about who “belongs” in STEM) played a smaller but meaningful role through conditional mediation: among male students, stronger endorsement was associated with higher self-efficacy and, in turn, greater career interest, whereas among female students, this pathway did not emerge. In contrast, ability-based stereotypes (beliefs about innate talent) did not demonstrate predictive power across the tested relationships. This study contributes to educational psychology research and offers viii implications for policymakers and educators aiming to promote more equitable participation in STEM.