Constructing a Sociological Scale for Gender, STEM, and Social Norms: Assessing Feminization and Resistance

Abstract

Female underrepresentation in Science, Technology, Engineering, and Mathematics (STEM) disciplines persists globally, shaped by sociocultural norms, institutional barriers, and gendered expectations. This study aimed to construct a sociologically grounded scale to measure feminization and resistance in STEM, focusing on personal, familial, and peer acceptability alongside broader structural and cultural constraints. A quantitative, cross-sectional survey was conducted among 409 female students from the Faculty of Science at a public sector university in Punjab, Pakistan, selected through proportionate random sampling. Data were collected via a structured questionnaire developed for this study, pre-tested with 25 students to ensure clarity, validity, and reliability (Cronbach’s alpha ≥ 0.700). An attitudinal scale with dimensions of feminization in STEM reference to acceptability and resistance was constructed, and univariate statistical techniques, including frequencies, percentages, and descriptive summaries, were employed for analysis. The study drew on West and Zimmerman’s “doing gender” framework, Bourdieu’s theory of capital, and feminist sociological perspectives to interpret how individual agency, social expectations, and institutional norms interact to influence female engagement in STEM. Findings indicate that female’s participation is simultaneously enabled by supportive family and peer networks and constrained by societal stereotypes and institutional barriers. The developed scale provides a reliable tool for measuring multidimensional aspects of gendered experiences in STEM higher education, offering insights for researchers, educators, and policymakers to promote equitable participation. The study emphasizes the necessity of a multilevel sociological approach to address feminization and resistance in STEM disciplines effectively.