Abstract
<title>Abstract</title> <p>Women are chronically underrepresented in Information and Technology (IT) higher education in Australia, both in terms of enrolments and degree completions. This study aims to understand women’s decision-making and experiences of pursuing IT degrees as part of an underrepresented group. Guided by social-cognitive career theory and socialization theory, we conducted seven focus groups with 34 women students enrolled at undergraduate, Master’s, and PhD levels at a leading IT faculty at an Australian university. Our analysis identified a range of cognitive and contextual factors influencing women’s decisions to pursue IT degrees. Participants highlighted the inspiration drawn from successful women in IT and the promise of a career offering higher employability and remuneration. Additionally, the availability of double-degree undergraduate programs at the university was particularly appealing, as they gave women the opportunity to see the wider applications of IT in real-world situations and balance their interests across different disciplines. Throughout their academic journeys, participants experienced multiple relational challenges with male peers, including instances of online harassment. Conversely, interactions with women faculty, peers, and role models were important in providing disciplinary knowledge and encouraging persistence in their academic endeavors. Our study highlights the critical role of contextual influences beyond individual cognition in shaping women’s educational decisions and the relational dynamics of their learning experiences in IT education, thereby offering insights for targeted strategies to close the gender gaps in IT/STEM fields.</p>