Table 3 Frequency of student responses to the interview and questionnaire questions by gender
Frequency of response coded | |||||||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
Main themes | University of Birmingham (n = 95) | University of Durham (n = 147) | University of Oxford (n = 71) | ||||||||||
Female students (n = 48) | Male students (n = 38 | Non-binary students (n = 4) | Other (n = 2) | Prefer not to say (n = 3) | Female students (n = 67) | Male students (n = 70) | Non-binary students (n = 7) | Prefer not to say (n = 3) | Female students (n = 36) | Male students (n = 33) | Non-binary students (n = 2) | Total | |
Feeling safe and comfortable in the STEM community and settings | 11 | 3 | 2 | 1 | 1 | 9 | 8 | 1 | - | 6 | 7 | – | 49 |
Having a shared passion and an interest in STEM | 9 | 6 | – | – | – | 6 | 11 | 2 | 1 | 5 | 4 | – | 44 |
Building, bridging, bonding: social capital connections and social cohesion with other STEM members | 2 | 3 | – | – | – | 5 | 8 | 1 | – | 3 | 4 | – | 26 |
Receiving adequate support from members of the STEM community | 3 | 4 | – | – | – | 6 | 6 | – | – | 3 | 2 | – | 24 |
Building and maintaining individual resilience | 1 | 1 | – | – | – | 3 | 4 | – | – | - | 1 | – | 10 |
Equity, inclusion, and diversity in STEM fields | 8 | 4 | 2 | 1 | 1 | 14 | 9 | – | 1 | 9 | 1 | 1 | 51 |
Being valued, appreciated, and respected in STEM environments | 10 | 8 | – | – | 1 | 13 | 11 | 3 | - | 4 | 5 | – | 55 |
Individuals’ beliefs in their capacity/ability and inquisitiveness in STEM areas | 2 | 3 | – | – | – | 6 | 5 | – | 1 | 2 | 3 | 1 | 23 |
STEM literacy—Advancing knowledge in and of STEM | 2 | 6 | – | – | – | 5 | 8 | – | – | 4 | 6 | – | 31 |