Gender and the navigation of STEM careers in higher education institutions: Narratives of female faculty in post-Soviet Tajikistan

ABSTRACT

The underrepresentation of female faculty in science, technology, engineering, and mathematics (STEM) disciplines is a globally acknowledged gender equity concern; however, it remains under-researched in post-Soviet contexts. Using a theoretically informed analysis, this paper explores how female STEM faculty members navigate their gender identities in domestic and academic spheres in post-Soviet Tajikistan. In-depth semi-structured interviews were conducted with 21 female faculty members. The results indicated that parental discourses and family circumstances enabled female faculty members to defy the gendered oppositional inscription of STEM, while the performance of non-hegemonic masculinities by spouses, male mentors, and academic supervisors supported their career advancement. However, the gendered micropolitics of higher education institutions significantly undermined the performance of female STEM faculty members’ identity and subjected them to discrimination, marginalisation, and isolation.

KEYWORDS:

• Higher education
• gender
• STEM
• post-Soviet
• central asia
• Tajikistan

Acknowledgments

The author wants to express sincere gratitude to Professors Naureen Durrani and Alan DeYoung for reading and providing feedback on the manuscript and the editor and anonymous reviewers for insightful comments and editorial support.

Disclosure statement

No potential conflict of interest was reported by the author(s).

Correction Statement

This article has been corrected with minor changes. These changes do not impact the academic content of the article.

Notes

1. Master’s degree analogue