The STEM Paradox in Iran: High Female Enrollment vs Low Workforce Representation

Abstract

More women are studying STEM, there is yet to be a solution to the STEM paradox in Iran, where women are underrepresented in STEM jobs. This research paper looks at the testing of women on their educational and technical preparedness, as well as perceived obstacles to the education-employment transition. Using a quantitative, cross-sectional design, data were collected through a structured questionnaire comprising 25 Likert-scale items organized into five dimensions: education and skills, employment opportunities, workplace environment and discrimination, family and social factors, and technology and future orientation. The analysis is based on responses from 100 participants. Descriptive statistics and agreement rates were calculated, composite scores were constructed for each dimension, and one-sample t-tests were used to assess deviations from the scale midpoint. The results indicate strong perceived preparedness in education and digital skills, as well as positive intentions to pursue STEM careers. In contrast, perceptions of employment accessibility and fairness in hiring and advancement were substantially less favorable. Workplace inequality and socio-cultural pressures, particularly related to work–family balance, also emerged as salient constraints, even as reported family support remained relatively high. All composite dimensions differed significantly from neutrality. The findings highlight a clear readiness–opportunity gap, suggesting that women’s limited representation in STEM employment is shaped less by individual capability or motivation and more by perceived labor market and organizational conditions. Addressing the STEM paradox, therefore, requires policy and institutional reforms that complement educational inclusion with fair recruitment practices, transparent career progression, and supportive workplace environments.