Аннотация
While there is a known issue of progression of women enrolled in science, technology, engineering, and mathematics (STEM) fields in Western nations, the same topic has been under-examined in other contexts. Focusing on Central Asia, specifically Post-Soviet Kazakhstan, this chapter presents insights on the topic of gender equity in STEM in Kazakhstan. As such, we explore gender equity in the academic pipeline internationally and narrow to considerations of country-specific research about gender and education. Sociocultural pressures and history indicate expectations for women in Kazakhstan to be responsible for children, the house, in-laws, and a professional career. Such expectations and associations for women to take on these multiple roles have repercussions on gender equity throughout the educational pipeline. Using data from a case study of STEM graduate students (i.e., School of Engineering and Digital Sciences students) at a research-intensive university, discussion is presented contextualizing women studying STEM fields in Kazakhstan to those in other contexts. Additional next steps are provided for bridging gaps in the academic pipeline for women in STEM in Kazakhstan and Central Asia.