2026 ASEE Annual Conference & Exposition

Persistent gender disparities continue to limit female participation in science, technology, engineering, and mathematics (STEM), particularly in physics, engineering, and computer science. This study examined how instructional strategies, specifically phenomena-based learning (PBL), influence high school female students’ perceptions, self-efficacy, and career aspirations in STEM. Guided by Bandura’s Social Cognitive Learning Theory, the research was conducted at a suburban high school in Pennsylvania, where female students were notably underrepresented in physical sciences.
Using a mixed-methods, improvement-science approach, a Plan-Do-Study-Act (PDSA) cycle was implemented. Ninth-grade science teachers collaboratively designed and implemented a three-month PBL-integrated curriculum, connecting real-world phenomena to classroom content. Pre- and post-intervention surveys were used to measure changes in students’ attitudes and self-efficacy, complemented by semi-structured interviews and open-ended reflections.
Quantitative findings showed that while PBL improved students’ engagement and understanding of STEM concepts, it did not yield significant gains in overall self-efficacy or career aspirations. However, qualitative data revealed that hands-on, collaborative, and inquiry-based learning environments fostered more positive perceptions of STEM and increased students’ confidence in their problem-solving abilities. Female students highlighted the importance of supportive teachers, relatable role models, and real-world applications in developing their interests.
The study concluded that while PBL enhances engagement, systemic interventions, including professional development for teachers, mentorship programs with female STEM professionals, and increased STEM career awareness, are essential to sustain long-term impact. This work contributes to the growing evidence that equitable STEM participation requires both instructional innovation and institutional support to empower female students as future STEM professionals.