Gender Disparity in Science, Technology, Engineering, and Mathematics (STEM) Programs at Jordanian Universities

Omar Bataineh, Ahmad Qablan, Shashidhar Belbase, Rachel Takriti, Hassan Tairab

Research output: Contribution to journalArticlepeer-review

1 Citation (Scopus)


Science, Technology, Engineering, and Mathematics (STEM) has been one of the top educational priorities of several countries to promote 21st-century skills with creativity, critical thinking, collaboration, communication together with problem-solving. This study aimed to identify university students’ preference for STEM subjects and the percentage of those who earn a university degree in any STEM field. The sample consisted of 16,134 male and female students who had graduated with a degree in any of the STEM fields between 2008 and 2018. Data analysis revealed a disparity in preferences and percentages of males and females who enroll in STEM education, whilst male students prefer to pursue a degree in almost every field of engineering, female students prefer to study fields related to medical sciences, basic sciences, and mathematics. The study attributes that disparity to the job market’s hiring preferences. The study suggested certain multisectoral suggestions to address gender disparity and spark Jordanian women’s interest in pursuing STEM education.

Original languageEnglish
Article number14069
JournalSustainability (Switzerland)
Issue number21
Publication statusPublished - Nov 1 2022


  • Jordan
  • STEM
  • gender disparity
  • university

ASJC Scopus subject areas

  • Computer Science (miscellaneous)
  • Geography, Planning and Development
  • Renewable Energy, Sustainability and the Environment
  • Building and Construction
  • Environmental Science (miscellaneous)
  • Energy Engineering and Power Technology
  • Hardware and Architecture
  • Computer Networks and Communications
  • Management, Monitoring, Policy and Law


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