Date of Award
5-9-2023
Document Type
Dissertation
Degree Name
Doctor of Education (EdD)
Department
Education
First Advisor
Amanda Nolen
Abstract
The purpose of this study was to describe the major choice experience and motivation of nontraditional female students in male dominated majors. A transcendental phenomenological method was used to answer the central research question: how do women who are nontraditional students enrolled in male dominated majors at two-and four-year institutions of higher education perceive and describe their experience and motivation when choosing their major? Semi-structured interviews were conducted with women who are nontraditional students in male dominated majors and, after analysis of that data, six themes emerged. One key finding of this study is the major choice experience for women in male dominated majors is one of learning and overcoming doubts about their abilities. The most discouragement these students receive is from their male classmates but identifying at least one woman in the major or career can be a crucial factor on their continued enrollment in the major. This study is important because female enrollment in some majors has remained stagnant while, at the same time, nontraditional student population is expected to grow. Understanding their experiences of, and motivations for, enrolling in male dominated majors will be important if gender parity in the majors is to be reached.
Recommended Citation
Flowers, Erin, "The Major Choice Experience and Motivation of Women Who Are Nontraditional Students in Male Dominated Majors" (2023). Theses and Dissertations. 1136.
https://research.ualr.edu/etd/1136
