Developing science, technology, engineering, and mathematics (STEM) requires more qualified professionals in these fields. Serious gaps are found when evaluating the recognition and inclusion of gender aspects in STEM degrees. Gender segregation in higher education in this sector, is indeed, creating a gender gap in the labour market. To propose measures to address the phenomenon, it is necessary to understand the possible reasons for this problem. This study aims to shed light on how the share of women who graduate in science, technology, engineering, and mathematics (STEM) fields is affected by the gender wage gap in STEM-related jobs. First, the current paper proposes a descriptive analysis to evaluate the gender gap in STEM degrees, in Europe, focusing on Spain and more particularly on the Universitat Politècnica de València (UPV). In addition, to develop and validate a model that analyses the causes of low female representation in STEM studies, particularly in the field of engineering and ICT – Information and Communication Technologies, a questionnaire was developed based on the bibliographic review conducted, which took into account the main factors which have been considered. The sample consisted of 151 responses from students at the Polytechnic University of Valencia. The gender pay gap in the technology sector will also be analyzed. Regarding the analysis techniques of the data obtained from the survey, structural equation models (i.e., PLS-SEM, CB-SEM) will be used, relying on validated models obtained from the literature review. This study reveals that the number of males graduating in STEM subjects is significantly higher than that of females. In the case of ICT, this difference is accentuated. However, it is doubtful that this difference is due to better performance in STEM subjects by men. The under-representation of women in STEM degrees results in a large gap between men and women in occupying jobs in the technology sector. In Spain, only 28% of STEM jobs are held by women. Moreover, the presence of women in ICT jobs is only 18%. On the other hand, on the positive side, the reduction in the gender pay gap should be highlighted, as well as the numerous initiatives undertaken to reduce inequalities between men and women in the STEM sector. Specifically, the Universitat Politècnica de València is carrying out several initiatives, such as the "Women in Science" project, Girls4STEM or Bring a Female Scientist to School. During the study and validation of the proposed model, some of the hypotheses were rejected, such as the influence of gender stereotypes on respondents' aspirations in the STEM sector. Finally, with the multi-group analysis carried out, to study the differences in the responses according to the gender of the respondents, it emerges that parental support is more important for women than for men when assessing career development in the STEM sector, and that support from teachers influences them to a greater extent than men. On the other hand, beliefs about the STEM sector have a greater influence on interest in the STEM sector for women than for men.

Keywords: STEM, ITC, gender, pay gap, female employability, inequality, structural equation modeling, higher education.