Increasing the persistence of female students in the science career pathway: a cross-institutional Australian study on the gendered experience of undergraduate science students

Reducing the gender imbalance in the STEM workforce involves recruiting and retaining more women in undergraduate science degrees. However, Australian research on the university experience for women in these fields is limited. The aim of this thesis was to investigate gender differences in the university experience. Findings highlighted potential ‘at-risk’ groups within Australian science undergraduate cohorts and issues that educators need to be aware of occurring in their classrooms. Specifically, a focus on more equitable group work and educating students on the gender issues in the STEM fields may help create a more gender-equitable university science classroom.