What was done in the research?
Our comprehensive research investigated the career trajectories, skill development, and decision-making processes of underrepresented populations in Science, Technology, Engineering, and Mathematics (STEM) in Israel. Across three integrated studies, we examined: the impact of FIRST Robotics core values and team roles on the self-efficacy and career paths of female alumnae; the socio-economic mobility and career retention of graduates from the national Futures (Atidim) program serving geographic and social peripheries; and the effectiveness of a culturally-responsive practical engineering program that integrates religious studies with interdisciplinary, project-based learning for Ultra-Orthodox and religious men. Applying a mixed-methods design, the research analyzed large-scale databases representing thousands of Futures graduates, validated questionnaires, and semi-structured in-depth interviews.
What are the findings and why is it important?
The findings reveal that structured, culturally-responsive interventions are powerful tools for narrowing gender and socioeconomic disparities in STEM education and employment. For women in robotics, leadership roles act as critical “mastery experiences” that significantly foster self-efficacy and career persistence, mitigating the “Inclusion Paradox” found in competitive environments. In the Futures program, financial and academic supports were the strongest predictors of STEM career choices, with female and male participants achieving nearly identical high rates of STEM integration (~90%), effectively neutralizing the national gender gap. Furthermore, the specialized academic framework for religious and Ultra-Orthodox men successfully bridged the gap between traditional cultural values and modern technology without compromising their identity, facilitating upward social mobility. This research is highly significant as it provides evidence-based guidelines and recommendations for policymakers and educators. The findings proved that combining holistic academic supports, role models, and cultural customization can democratize access to high-status technological careers and foster a more equitable, diverse STEM workforce.
Links to the articles:
https://www.tandfonline.com/doi/full/10.1080/10668926.2025.2581684
https://www.tandfonline.com/doi/full/10.1080/13537121.2026.2665130
https://link.springer.com/article/10.1007/s10956-026-10332-6
Authors: Yehudit Judy Dori, Shahaf Rocker Yoel, Shani Goldstein, Ruth Edri & Or Shav-Artza
