Cultivating STEM futures: An evaluation of the WiSTEM²D program’s impact on female STEM students

Addressing the STEM gender gap has been a long-standing priority in Ireland and internationally. This study presents an evaluation of an industry-partnered WiSTEM²D program in higher education, exploring how mentorship, site visits, networking, and team projects influence female participation, confidence, career knowledge, and STEM role model aspirations. In this paper, we used Bronfenbrenner’s (1992) ccological systems theory to explore the impact, if any, on students participating in the Johnson & Johnson WiSTEM²D program (Johnson & Johnson, n.d.). The paper presents data from 41 students through four phases of data collection, collected at both short-and long-term intervals. In the short-term, focus groups (N = 13) and pre-and post-surveys (N = 30) were conducted with participants. In the long-term, telephone interviews were conducted with participants who had previously completed the program. Findings revealed two key challenges for STEM students: low confidence and limited awareness of STEM career opportunities. Participants in the Johnson and Johnson WiSTEM²D program increased in confidence and also increased their knowledge of STEM careers at both short-term and the long-term intervals. Participants also indicated a desire to be a role model and promote STEM. Based on the findings, higher education institutions should consider industry partnerships to support female students in STEM.