2022 Volume 46 Issue 2 Pages 255-273
Only a few female university students pursue the sciences. Additionally, there is a stereotype learned from teachers, cram school lecturers, parents, and friends that perpetuates the notion that the sciences are not usually for females. This study aimed to clarify the extent to which this stereotype is at work and what kind of external factors exist when a female student makes a choice between a humanities and science major. The results of conducting semi-structured interviews with female students indicated that stereotypical speech and conduct of school teachers and cram school lecturers occurring when the participants were choosing between a humanities and science major had a reciprocal effect with internal factors such as the values and beliefs held by the participants at that time. However, in a situation where there was a trusting relationship between a teacher and the participant or where the participant was close to a female who was good in math and science courses, the participant would less likely be influenced by this stereotype. It was also clear that when a female student had difficulty in math or science courses, the presence or absence of support from teachers and cram school lecturers affected her. The findings showed that when a female student's will to succeed in math and science courses has fallen and support is lacking, an external factor which plays a major role in the female student choosing humanities is the stereotype that this is a field for females.
