Beyond “Male versus Female”: Understanding the Dilemma of Chinese Female STEM Undergraduate Students through Intersectionality

Abstract

Although the majority of undergraduate students in Chinese universities are women, those who choose to study science, technology, engineering and mathematics (STEM) face marginalisation and discrimination due to the traditional patrilineal society. However, while much of the existing literature investigates this population based on the traditional binary male/female perspective, it ignores the complexity of the societal “matrix of domination” and individual variations among this cohort. To better understand the obstacles female undergraduate STEM students face from their perspective, we propose using a theoretical and methodological framework of intersectionality to re-evaluate their educational experiences based on social categories. With three main intersectional paradigms, the intracategorical intersectionality can show the subgroup differences. Intercategorical intersectionality can investigate not only the process of identity formation based on intersecting social categories but also individual differences in constructing their identity when they study STEM. Systematic intersectionality examines how high-level educational and industrial policies influence these female students. Overall, intersectionality provides a solid research paradigm and theoretical framework to address the dilemma of Chinese female STEM undergraduate students.