Understanding Barriers to Female STEM Students’ Adoption of Online Learning During A Pandemic: An fsQCA Analysis

Authors

Jinnatul Raihan Mumu, University of California Riverside, United StatesFollow
Regina Connolly, Dublin City University, IrelandFollow
Cliona McParland, Dublin City University, IrelandFollow
Md. Abul Kalam Azad, Islamic University of Technology, BangladeshFollow

Abstract

Background: The gender-gap in the fields of science, technology, engineering, and mathematics (STEM) is an impediment to the success of digitized education. The causal factors of this gap have remained a matter of speculation.

Method: This study focuses on the STEM gender gap in online learning, seeking to identify causal factors through an innovative fuzzy-set qualitative comparative analysis (fsQCA) that is integrated with sentiment analysis in the Asian context.

Results: Findings from the empirical results reveal two pathways to explain STEM gender inequality in the context of online classes. The study advances knowledge by providing insight into the causal factors that contribute to the existing gender gap and by disclosing what demotivates STEM female students in an e-learning environment.

Conclusion: The findings will be helpful to practitioners seeking to address digital exclusion issues like the gender inequality in online learning platform.

Recommended Citation

Mumu, Jinnatul Raihan; Connolly, Regina; McParland, Cliona; and Azad, Md. Abul Kalam (2022) "Understanding Barriers to Female STEM Students’ Adoption of Online Learning During A Pandemic: An fsQCA Analysis," Pacific Asia Journal of the Association for Information Systems: Vol. 14: Iss. 6, Article 3.
DOI: 10.17705/1pais.14603
Available at: https://aisel.aisnet.org/pajais/vol14/iss6/3

DOI

10.17705/1pais.14603