Subject choice and STEM careers for women in India

ANITHA KURUP and ANJALI RAJ

THE last few decades have witnessed concerted efforts from countries worldwide to increase the participation of women in higher education with a specific focus on science, technology, engineering, and mathematics (STEM). The central driving factor has been that women constitute half of the world’s population; hence, this needs to be reflected in all domains, including the STEM disciplines. Another factor that has propelled this drive is that diversity will positively impact the development of these disciplines.

This paper aims to investigate the determinants that motivate women scientists in India to choose the STEM disciplines to build a career. The existing literature based on data mainly from western countries highlights that there are not enough women in the STEM disciplines. The most common reason that has been cited for this problem is that there are not enough women role models that can inspire women to join the STEM disciplines.1

However, in India, the data suggests that the number of women in STEM disciplines at the undergraduate and postgraduate levels is equivalent to that of men. Even at the PhD level, women are not very far behind.2 Despite the data telling a success story, the Indian case is interesting as the ‘leaky pipeline’ does not disappear but shifts to the doctoral level, which is even more worrisome.3 The missing women in STEM after acquiring the highest level of training is a national loss. The increased number in enrolment of women in the STEM disciplines does not translate to the representation of women in academia or research laboratories in the industries.4 Women, in particular, are conspicuously nearly absent at prestigious national-level research institutes in the country.5

There are several challenges that women scientists face at various stages of their career, and how lack of support from both family and scientific institutions sometimes leads to an imbalance in their work-life and a career break.6 However, learning about what influenced them to study science and build a career was interesting.

In the West, it has been recognized that the interest in science needs to be inculcated since early school days; hence, a wide range of interventions have been made at the school level. Although India did not have specific programmes to encourage girls to choose science, there have been efforts to promote science and technology during the post-independence period. Hence, during the growing years, science and math were always considered essential subjects in Indian schools. Teachers and parents direct children who excel in school to these subjects as they consider it a natural choice for ‘intelligent’ children. Historically, this group was predominantly boys. It was noticed that several of the only girls schools in India did not offer science subject in secondary schools.

The 1986 Education Policy in India made science compulsory till the 10th grade so that all girls could study the subject. However, in more recent years, especially in small towns and rural areas, STEM disciplines have emerged as a choice among girls as well. This preference for studying science, however, is not necessarily based on interest in the subject. In fact, in theory, studying a particular discipline and choosing a certain career path seems like an individual decision.

Still, in reality, several factors influence an individual’s decision to choose a career, especially in India.7 A career choice depends on various external factors and individual factors like education, family background, socioeconomic status and the perceived status of the profession by society. Career choice, hence, is not free from these factors but is constrained by sociocultural factors, personal and cultural values, significant relationships, and structural factors.8

In this article we have identified and categorized these factors into two broad sections. These sections may be interrelated and overlapping but remain vital to understanding the determinants of women scientists’ career paths in India.

In India, pursuing higher education and the course of study are not individual decisions. The decision of a career is dependent on not only the interest and aptitude of the individual, social and cultural factors but also the family as an institution which is a critical player in this crucial decision.9 Families in India are closely tied by kinship, where parents actively participate in these decision-making processes even after a child is an adult.10

Besides that, an individual’s family background also plays a crucial role in making this choice.11 This was reflected in the conversations among the women scientists who participated in the research – A Comprehensive Report on Women in Science and Engineering in India, (2017-19), conducted by National Institute of Advanced Studies (NIAS). The research maps the life journey of 130 women scientists across different research institutes and universities of India. The study used in-depth interviews based on semi-structured questionnaire that focused on personal and family background of the participants. Information about their family background, schooling experience, factors that influenced their career choice, their entry into their professional space and work experience were collected. They highlighted the influence of family on their educational and career choices.

The education level of the family members plays a significant role. In this research,12 117 women scientists out of 130 belonged to families where parents and siblings had received formal education. However, this does not imply that the education of all these women was a priority for their families; instead, it is to highlight that education was valued, and these woman scientists leveraged this to carve a career path. The data also revealed that having a parent who was part of the STEM network, by being employed in STEM-related disciplines, made STEM disciplines a natural choice
for many women scientists who participated in the study. Out of 130 women scientists, 78 women scien-tists claimed to have parents with a science background which helped them to choose science as their career option. Science was not just a career option for them; rather, it was part of their lifestyle.

For example, Deepti (name changed), who works as a scientist, says:

‘My father, he is a radiologist, and my mother is a radiologist… My parents wanted me to have a good education. They, of course, wanted me to become a doctor, but then they also were not, they didn’t, they never forced me… they knew that I had good mathematical skills, so they [wanted] me to go for engineering and any other field that has good educational value. That was one of the reasons which triggered me going towards science and engineering.’

Similarly, Aanchal, who works as a Scientist F at a prestigious research institute, talks about her father. He was also a scientist, which was a great influencer on her aspiration to be a scientist from a very early age. She says:

‘At that time, I think I was the odd person out… [In school], they’ll ask ‘what do you want to be?’ and most of the people will want to be doctor or engineer, or an IAS, and I was the odd one who said I want to be a scientist. Probably the reason is that I had a very good role model… My father is a well known scientist, so he influenced his younger brothers and children to become scientists… At home, we had the scientific atmosphere from childhood… I remember I was three years or four years [old], when I [used to go for] walk with him [and when I ask about] any plant’s name, it will always be the botanical name. So, I know all the botanical names of many plants because of that. Cell structure and all that, from childhood, it was just told, and that’s okay. This is how life was, which is why I probably aspired to be a scientist.’

Drawing from the above narratives, the factors that influenced women to study science had an environment at home where the excitement of science was discussed as part of informal discussions in the drawing room and dining hall conversations. In addition, parent(s) who work as scientists provided them with live role models, which influenced their decision to study science. Almost 80% of the total women scientists in the study mentioned the influence of their parents, especially their fathers, in the career choices they made about pursuing science. For example, Naina, who works as a professor at a public university, remembers how as a child, she was not interested in science. Still, she finally opted for science since her father was a physicist and wanted her to study science as she obtained good grades in the 12th standard.

It is evident from these narratives that parents/family play an instru-mental role in the career choices of children, particularly women. The scientific environment at home and parents as role models mould the minds of young women to pursue a career in science. The parents’ influence in these women’s career choices came not only in terms of support but also in terms of providing active guidance.

As discussed above, it can be said, one of the main factors that motivate women to choose science as their career option was educated parents who inspired for them to pursue higher education in science. However, in this research, 13 participants came from families whose parents had not completed/received formal school education. Through the narratives, it was clear that though the parents had low levels of formal education, they valued it and considered it an ‘asset’. These parents not only verbally supported their children’s education but went a step ahead to provide them with the necessary resources for their education.

For example, Geeta, who works as an assistant professor at a research institute, recalls how her parents, despite not being formally schooled, were wholly dedicated to the cause of her education and were even willing to take loans for the same. Similarly, Renu, who works as an associate professor at a premier research institute in the country, recalls how her parents, despite being uneducated and poor, set out to provide her with the best education. They always believed ‘education is an asset’. Even though education, in general, is considered an asset but the educational degree in science disciplines is far more valued than in the arts and humanities. A degree in science is seen as the only viable option that guarantees employment and financial independence, especially in small towns and rural areas.

Gargi, who comes from a small town and works as a professor, narrated how her mother always wanted her to study mathematics. Her mother believed that even if she did not get a proper job, she could still be financially independent by offering coaching classes to school students. Tuitions in science and math are more popular among school students than in any other discipline. Hence, a degree in science is a more valued asset.

The role of the family does not end with only motivating and supporting the decision of choosing to study a course in the STEM disciplines. On several occasions, families direct women scientists to choose natural sciences over other STEM disciplines. The reason could vary from financial constraints to sometimes based on gender stereotypes based on patriarchal values. Out of 130 women scientists, 33 claimed that studying natural sciences was not their first choice, but they had to concede since their families disapproved and did not allow them to pursue subjects that were their first choice.

However, it is also important to mention that this practice was popular among older generations of women scientists. Most of the younger women scientists in the study reported that parents were more considerate concerning their subject choice. For example, Asha, who works as a professor at a central university of the country, remembers that despite getting good marks, she did not join engineering because her father was against it. She states:

‘My father said that engineering is not a good option for girls. So, he didn’t encourage me to join engineering. I could get admission in Electronics. That time there was no competition. Admissions were based on Merit alone. I was the 5th rank holder in the University. There were ten seats in electronic engineering [and it] was the top branch. I was 5th, so naturally, I would have gotten it. My father didn’t encourage me. He said teaching would be better, so he said don’t join engineering. The expenditure was also a big concern. In Engineering colleges, the fees were relatively high. I often feel that he would have encouraged me to join engineering if I were a boy. For girls, he must have felt why to spend so much.’

It is also noteworthy that women were discouraged from doing engineering because it was viewed as a masculine profession and had very few women. For instance, Ashmeet, who works as a professor at one of the central universities of the country, recalls:

‘My father was an engineer, and he wanted me to become an architect, and I did pursue my architecture initially. The architecture college and the engineering college were side-by-side. My eldest brother was studying there. So, the day I went for the interview for the architecture course- there used to be some kind of interview and there also used to be some kind of, a bit of ragging, not really ragging but something like that. We were made to stand outside with the boys, and somehow my brother saw that... my brother did not like that. Because there were only 2-3 girls in a class of 50 boys. He said, either I will go to college, or she will go to college. He is five years older than me. He was very adamant with my parents. But then they said okay, why don’t you do BSc? Or why don’t you go to medicine or something. I said if he were not letting me go to this college, I would not go. I said okay, I will do BSc.’

It is interesting to note that even though the family played an essential role in deciding the educational course for women, it is the women scientists who leveraged the opportunity approved by the family to build their careers. What stands out in these narratives is that these women were self-driven and demonstrated their ability to excel even in the restricted domains they had access to. Some of these women scientists were supported by their mentors, but it was with their own perseverance and ability that they progressed in their careers. In the next section, we will highlight the role of schools and mentors.

Schools have always been seen as an important institution of socialization and play a critical role in the child’s development. The school environment can have a lifelong effect on a child and its behaviour.13

The institution plays a vital role in shaping children’s future, and their achievement depends on the quality of education and other activities provided by the school.14

The narratives of women scientists also prove this hypothesis. Although the number is small and is also limited to the schools in cities. 13 out of the 130 women scientists reported how their school promoted scientific activities by organizing Olympiads and various inter-school competitions that made these women scientists interested in taking up STEM disciplines in the future.

For example, Deepti, a scientist at a multinational company, recalls how she participated in all Mathematic Olympiads. She always got an excellent score in these Olympiads, which made her even more interested in mathematics. Similarly, Preeti, who works as an assistant professor
at a prestigious research institute, remembers how her school shaped her dream of studying science and made her interested in it. She elaborates:

‘I did take part in all the entrance exams that were, you know, typically all the Olympiads, all the NTS, STS and all those things I did as a part of my schooling… I participated in this Intel Science competition, which is the science Olympiad… During school, I went to various science camps… where we used to do one project over the summer.’

Her narrative explains that her school motivated her and created her interest in science, and ultimately was responsible for her decision to pursue a career in STEM. However, in India, those activities are mainly limited to cities or second-tier cities. A more recent study of summer fellowships offered by the Science Academies observed that the participation of children from small towns and villages was minimal.15

There is no or little awareness of these national-level competitions among schools and communities in small towns and rural areas. In such schools, the teachers/mentors play an important role in helping young women shape their career paths. 33 out of 130 women scientists mentioned their mentors in schools who helped them develop a keen interest in science. They instilled a spark of curiosity in science, which helped them through their educational journey in higher education. However, most women scientists found mentors at a
later stage of their lives when they were in college, which was instrumental in building their careers.

In many cases, choosing to study science happened naturally for various reasons such as parents’ influence, better job opportunities, and career progression. However, continuing their education in science and eventually building a career in it requires deep motivation. 78 out of 130 women scientists told us they drew this motivation from their mentors at the college level, who were instrumental in directing their interest in research. This, in turn, helped them to pursue and develop a career in science and scientific research.

For example, Sadhna, an associate professor at one of the country’s premier national research institutes, recalls how she continued her journey in higher education because of her MTech supervisor who motivated her. Deepti, a scientist at a multinational company, shares her experience of being mentored. She says:

‘One of my teachers who used to be very tough, people used to know that he has a very bad temper, but somehow, I felt that he was the right teacher for me. I had taken one of his classes, and I really liked it. He was one of the people who really influenced me a lot. Another professor who was the director of my college. I was very influenced by his fundamental skills of handling the whole system and whatever administrative skills I have gathered in my life. He is the one who mentored me in that… He used to provide us with many technical inputs… more than technical inputs. I felt his organizational skills, and going to the depth of a particular problem, are what I learned from him. [He taught us] don’t just scratch the surface… when I was doing my engineering, there was no research. I had never even heard the word research. So, I didn’t know what research means, but though he never uttered this word, I later realized that we were doing nothing but research.’

The article aimed to look at reasons to understand why and how women in India decide to choose and build a successful career in the STEM disciplines. The focus was on examining the underlying reasons for women to select STEM courses for higher education. The study highlighted that while it may be perceived that pursuing science in college and building a career are interrelated, the factors that come into play for each of them can be different, with multiple permutations and combinations for women in India.

What is interesting is the fact that studying science and building a career in science are totally two different aspects in India. Studying science does not naturally mean that one wants to pursue a career in it because studying science comes naturally to everyone. It is strongly believed that students who excel in school should pursue a career in the STEM disciplines. This is widely accepted in society at large and is reiterated in schools by teachers and parents at home. The promotion of science and engineering in India has a history; hence, the most visible and talked about career options deemed successful are predominantly in the STEM disciplines.

Additionally, it is a widely held belief that the status of a person employed in the STEM disciplines is far higher when compared to humanities and social sciences. The higher status accrued to the STEM professionals is reflected in better pay packages and a better prospect for vertical career growth. The enrolment in the STEM disciplines till about two decades ago was predominantly male. The last two decades witnessed the increase of women in STEM-related disciplines in higher education.16 However, the increase in these numbers did not translate into the work places in academia or the industry.

As discussed earlier, the most decisive factor that influences the entry of women into the STEM disciplines is being part of the STEM network through parents or family members. While for most women where parents have played an influential role in making a career choice in the STEM disciplines, fathers have dominated when compared to mothers. Thus, the entry of women who do not belong to the STEM network through their families finds it relatively more challenging to make an entry and carve out a career in the STEM disciplines.

Based on the discussion above, it is clear that in India, a career choice in STEM is not an individual choice but a combination of several socio-cultural and economic factors where the family plays a dominant role. However, building a successful career in the STEM disciplines is primarily the responsibility of women as she redefines their worklife balance and navigates the organisational culture that is predominantly male. In this process, the level of support she can garner from family or organisation is varied, resulting in the multiple realities of the life experiences of the women STEM professionals in India. Developing additional support network initiatives has been underway in the recent past. But there is still a long way to go before women can make the much-needed transformative changes in the family and the workspaces.

Footnotes:

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2. Ministry of Human Resources Development (MHRD), AISHE (2019-20). All India Survey on Higher Education. MHRD, Department of Higher Education, New Delhi, 2020.

3. Anitha Kurup, An Assessment of the Summer Research Fellowship Programme of the National Academies of Sciences (1995-2016). Indian Academy of Sciences, Bangalore, 2019. https://webjapps.ias.ac.in:8443/SEP/pdf_files/Web_SRFP%20
REPORT.pdf. Karuna Chanana, ‘Gender Representation in Higher Education: Going Beyond Numbers’, in N.V. Varghese and Garima Malik (eds.), India Higher Education Report 2015. Routledge, London and New York, 2016, pp. 113-33.

4. Karuna Chanana, ‘Gendered Subject Choices: Unequal Access and Participation of Indian Women in Higher Education’, in Krishna Kumar (ed.), Routledge Handbook of Education in India: Debates, Practices and Policies. Routledge, London, 2021 (Second Edition), pp. 231-242. Karuna Chanana, ‘Treading the Hallowed Halls: Women in Higher Education in India’, Economic and Political Weekly 35(12), 18 March 2000, pp. 1012-1022.

5. Anitha Kurup, An Assessment of the Summer Research Fellowship Programme of the National Academies of Sciences (1995-2016). Indian Academy of Sciences, Bangalore, 2019. https://webjapps.ias.ac.
in:8443/SEP/pdf_files/Web_SRFP%20REPORT.pdf

6. Vineeta Bal, ‘Women Scientists in India: Nowhere Near the Glass Ceiling’, Current Science 88(6), 2005, pp. 872-878. https://www.jstor.org/stable/24110365. Anitha Kurup, R Maithreyi, ‘Beyond Family and Societal Attitudes to Retain Women in Science’, Current Science 100(1), 2011, pp. 43-48, https://www.jstor.org/stable/24069711. Anitha Kurup, Anjali Raj, ‘Changing Patterns of Work-Life Balance of Women Scientists and Engineers in India’, Science, Technology and Society, 2022. https://doi.org/10.1177/09717218221075129

7. Tanuja Agarwala, ‘Factors Influencing Career Choice of Management Students in India’, Career Development International 13(4), 2008, pp. 362-376. https://doi.org/10.1108/13620430810880844

8. Mustafa Ozbilgin, Fatma Kusku & Nihat Erdogmus, ‘Explaining Influences on Career “Choice”: the Case of MBA Students in Comparative Perspective’, The International Journal of Human Resource Manage-ment 16(11), 2005, pp. 2000-2028 https://doi.org/10.1080/09585190500314797

Monica Adya and Kate Kaiser, ‘Early Determinants of Women in the IT Workforce: a Model of Girls’ Career Choices’, Information Technology & People 18(3), 2005, pp. 230-259. https://doi.org/10.1108/09593840510615860

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Susan Rodrigues, Divya Jindal-Snape, and Jonathan Snape, ‘Factors That Influence Student Pursuit of Science Careers; The Role of Gender, Ethnicity, Family and Friends’, Science Education International 22(4), 2011, pp. 266-273. https://files.eric.ed.gov/fulltext/EJ962814.pdf

Jeffrey Taylor, Marcia B. Harris and Susan Taylor, ‘Parents Have Their Say... About
Their College-age Children’s Career Decisions’, Nace Journal 64(2), 2004, pp. 15-21. https://www.fredonia.edu/sites/default/files/section/student-life/career-development-office/_files/parents_say.pdf

10. Karuna Chanana, ‘Globalisation, Higher Education and Gender: Changing Subject Choices of Indian Women Students’, Economic and Political Weekly XLII(7), 7-13 February 2007. Reprinted in J.B.G. Tilak (ed.), Higher Education in India: In Search of Equality, Quality and Excellence. Essays from the Economic and Political Weekly. Orient BlackSwan, New Delhi, 2013, pp. 408-429.

Karuna Chanana, ‘Gendered Subject Choices: Unequal Access and Participation of Indian Women in Higher Education’, in Krishna Kumar (ed.), Routledge Handbook of Education in India: Debates, Practices and Policies. Routledge, London, 2021 (Second Edition), pp. 231-242.

Teresa Platz Robinson, Cafe Culture in Pune: Being Young and Middle Class in Urban India.  Oxford University Press, New York, 2014. Nadya A. Fouad, et. al .,’Family Influence on Career Decision Making: Validation in India and the United States’, Journal of Career Assessment 24(1), pp. 197-212. https://doi.org/10.1177/1069072714565782 2016

N.A. Fouad, S. Kim, A. Ghosh, W. Chang & C. Figueiredo, ‘Family Influence on Career Decision Making: Validation in India and the United States’, Journal of Career Assessment 24(1), 2016, pp. 197-212. https://doi.org/10.1177/1069072714565782

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12. This research on Women in STEM was supported by Tata Consultancy Services, India.

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16. Ministry of Human Resource Development (MHRD), AISHE (2018-19). All India Survey on Higher Education. MHRD Department of Higher Education, New Delhi, 2019.