Gender Dynamics in STEM Higher Education and Economic Development in India: Insights from ARDL Analysis and Graduate Outcomes

The persistent underrepresentation of women in STEM (Science, Technology, Engineering, and Mathematics) continues to challenge economic growth in emerging economies like India. This study examines the gender-specific impacts of STEM enrolment on economic development by integrating longitudinal data (1991-2019) analysed through an autoregressive distributed lag (ARDL) model with a survey of 409 STEM master’s graduates. The findings highlight a duality in outcomes. Women’s enrolment in Science has a significant long-term positive impact on GDP per capita (coefficient: 0.21), whereas men’s enrolment in Science shows a positive but statistically insignificant effect. In Engineering, men’s enrolment positively influences GDP (coefficient: 0.07), but women’s enrolment has a significant negative impact (coefficient: -0.08). Survey results reveal no significant gender differences in short-term post-graduation employment rates or starting salaries across Science and Engineering disciplines. These contrasting findings point to systemic barriers restricting women’s long-term contributions, particularly in Engineering, despite comparable early career outcomes. The study underscores the need for targeted interventions to enhance women’s participation, retention, and advancement in STEM fields, ensuring equitable long-term economic benefits and leadership opportunities.