A Comparative Study on the Impact of Life Skill Education for Girls in Stem Education on Their Career in Urban Bangalore

Abstract

Life Skills Education and Its Impact on Gender Inequality in STEM Fields

The underrepresentation of women in science, technology, engineering, and mathematics (STEM) persists globally, constituting only 28% of the workforce in these fields. Gender disparities are particularly pronounced in rapidly advancing and lucrative professions such as computer science and engineering. This study examined the role of life skills education in addressing these disparities, specifically focusing on its impact on the career trajectories of girls in STEM.

A comparative analysis was conducted between two groups of engineering students: 30 girls who received life skills education alongside STEM training and 30 who did not. Using a mixed-methods approach, data were collected through surveys to explore differences in self-awareness, workplace confidence, social empowerment, placement success, and compensation levels.

The findings revealed that girls with life skills education demonstrated significantly higher levels of self-awareness, confidence in workplace interactions, and social empowerment compared to their counterparts. Additionally, they achieved better placement outcomes and received higher compensation packages.

These results underscore the critical role of life skills education in bridging gender inequalities in STEM fields. Based on the findings, this paper offers recommendations for integrating life skills education into STEM curricula to enhance women's participation and success in these fields, fostering sustainable professional and social prosperity.

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