Presented By: Minnatallah Eltinay, Carle Illinois College of Medicine, University of Illinois at Urbana-Champaign
Co-Authors: Zakiya Leggett, North Carolina State University
Porché Spence, North Carolina State University

Purpose 
This study investigates the impact of gender on STEM confidence and support in undergraduate students, crucial for informing strategies in medical education. We explore potential barriers in transitioning through STEM pathways.

Methods 
Utilizing a quantitative questionnaire, we surveyed undergraduates in STEM disciplines at a four-year land-grant university, focusing on an introductory environmental sciences course. Questions covered gender identity, race, academic major, career interests, and support levels from various sources. Participants aged 18 to 34 provided valuable insights.

Results 
While females, particularly those of color, remain underrepresented in STEM, our study revealed comparable confidence levels between genders. Notably, both male and female students exhibited no significant difference in their ability to convey scientific concepts or in the influence of personal identities on confidence. Support levels from family, friends, peers, and professors showed no significant gender disparity. However, this paves the way for future studies to explore how additional factors, such as race and the intersection of various identities, may influence STEM confidence, and ultimately confidence within the medical student population. 

Conclusion 
This research suggests that gender-related confidence gaps in STEM may be narrower than perceived, emphasizing the need for inclusive educational strategies. In the context of medical education, we recommend adopting learner-centered approaches, integrating diverse role models, and implementing mentorship programs. By promoting excellence and innovation in teaching, student assessment, and instructional technology, medical educators can cultivate a supportive environment for students of all genders, backgrounds, and identities. This approach aims to advance teaching methodologies and foster inclusivity in health professions education. This informs future research that explores the intersectionality of individual identities in STEM confidence. Additionally, ongoing exploration of effective educational interventions, such as mentorship programs and diverse role model initiatives, is crucial for enhancing inclusivity in medical education.