V. Lakshmi Narasimhan1, G. V. Bhargavi2
1Department of Mathematics, Computer Science, and Engineering Technology, 2Department of Early Childhood Development & Education,
1Elizabeth City State University, Elizabeth City, NC 27909, USA.
2Chaoyang University of Technology (CYUT), Taichung, Taiwan.
1ORCID 0000-0002-3668-6062, 2ORCID 0000-0002-2966-1334
Corresponding Author: V. Lakshmi Narasimhan, E-mail: srikar1008@gmail.com
Corresponding Author: G. V. Bhargavi, E-mail: vbvasishta@gmail.com
Download:
https://doi.org/10.63711/ijdr.net20260302
ABSTRACT
This study examines the concept of genderization within STEM (Science, Technology, Engineering, and Mathematics) disciplines and proposes a conceptual framework for classifying disciplinary processes as masculine, feminine, or neutral. Using a conceptual analytical approach, the research evaluates key organizational and operational characteristics, including structure, communication, training, and decision-making processes. Two representative disciplines – Physics and Software Engineering – are analyzed to illustrate how gendered characteristics manifest across different stages of disciplinary practice. The findings suggest that STEM activities are not inherently masculine but instead demonstrate a dynamic combination of structured and collaborative attributes. The study contributes to ongoing discussions on gender representation in STEM by challenging traditional perceptions and highlighting the importance of inclusive educational and organizational practices.
Keywords: Degenderization, STEM disciplines, Gender characterization, Software engineering, Physics
Research Area: STEM Education, Gender Studies, Organizational Studies
Copyright ©2026 The Author(s). This article is licensed under CC BY 4.0.
