Double barriers: gender and migration backgorund in STEM studies access

Abstract

Gender segregation in STEM higher education is creating a gender gap, meaning that in some disciplines female representation does not even reach 30% of the total. In Italy, according to the latest data released by the Ministry of University and Research (MUR), women represent nearly 56% of all university enrolments in the 2024/2025 academic year, but less than 38% in STEM fields. Furthermore, national and international literature highlights significant challenges for foreign students in the transition to university studies (Buonomo et al., 2024). It is hypothesized that in Italy, both gender and citizenship may play an important role in the choice of a STEM path, and that foreign girls could be doubly disadvantaged. This study, based on a longitudinal dataset derived from record linkage of ISTAT survey data on second-generation students (2015) and University Student Registry administrative data (from the 2015-2016 to the 2022-2023 academic years), aims to provide an initial contribution to identifying potential individual and family factors underlying the choices of second-generation students.

Using logistic regression models, the STEM choices of second-generation girls are analysed by taking into account potential interaction effects related to personal characteristics, educational background, and family status.