Abstract
Background: Gender disparities are a major issue in STEM fields, globally. However, even with the challenges that females face in STEM subjects, there has been an increase in the number of female enrolments in those subjects. This study is on first-year female students in STEM subjects at the University of Johannesburg, looking at their possible selves and resilience despite that these fields are known to be male-dominated fields. The aim of this study was to explore how possible selves and resilience of first year students in the STEM field of study at the University of Johannesburg contributed to their motivation to study in a STEM field, and their motivation to continue in their chosen field. In the present study, interviews were conducted using a semi-structured interview schedule and the data collected was analysed using the thematic data analysis in order to identify similar patterns and themes for the study.
Results: findings of the study identify and explain the aspects that contribute to the possible selves of the participants using the Possible Me Tree model, such as their possible selves as role models and inspirations. The findings also discuss the aspects that contribute to the resilience of the participants, their resilience enablers and acts of resilience, which explain their retention in these STEM fields and the motivation behind the participants enrolling in STEM subjects. Furthermore, based on the findings of the study, recommendations were made for future research and the implementation of the Possible Me Tree model for all first-year female STEM students. Lastly, the limitations of the study were also identified to enhance future research on possible selves, and this was also based on the findings presented.
Conclusion: This study highlights the importance of possible selves and resilience in female first year students in STEM subjects and the impact of both possible selves and resilience on the students pursuing STEM subjects.