Gender pathways in ICT education: Course selection and career preferences among CSIT students of a state University in the Philippines

Abstract

This study investigates gender-specific factors influencing career decision-making among Computer Science and Information Technology (CSIT) students at Negros Oriental State University (NORSU). Guided by Social Constructionism Theory (Berger & Luckmann, 1967) and Gottfredson’s Theory of Circumscription and Compromise (1981), it explores how gender norms and self-concept development affect students’ interest, confidence, and exposure to ICT-related experiences. Using a descriptive-quantitative design, data were gathered from 334 students (123 males, 200 females, 11 not indicated) through a validated questionnaire and analyzed via descriptive statistics, t-tests, and Chi-square tests. Findings reveal no significant gender differences in confidence or interest in Science and Mathematics, suggesting similar academic self-concepts across genders. However, notable differences were observed in patterns of computer access - males reported earlier and more frequent use, while females had more limited prior exposure. These disparities highlight persistent socio-cultural influences on digital engagement. The study underscores the narrowing gender gap in ability perception yet emphasizes ongoing access inequities. It calls for early, gender-equitable digital exposure and targeted interventions. Results provide a foundation for localized Gender and Development (GAD) programs that challenge stereotypes, foster career readiness, and promote inclusive pathways in ICT and Science and Mathematics fields.