This research explores gender disparities in academic specialisations and the factors influencing university students' academic interests and career goals. It highlights how gender stereotypes and societal norms often deter women from pursuing various academic fields due to their lack of self-confidence. Effective role models and family support can counter these stereotypes, encouraging women to take more risks academically and professionally. The study also underscores the significant role of academic institutions, considering factors like teaching quality, English language programs, reputation, and location. The research utilised quantitative methodology and surveyed 327 higher education students from various regions, revealing sociodemographic differences. The questionnaire included five blocks of questions referring to the sociodemographic background, factors influencing academic specialisation, satisfaction with the current studies, Bem Sex Role Inventory and perception of gender stereotyping determining students' academic choice. Regarding the sample, male students were predominantly from Africa, while females were more represented in Europe and America. Far Eastern Asian students predominantly enrolled in medical and public health majors, while African students were more likely in PhD studies. Family background also varied, with Far Eastern Asian students having parents with higher educational attainment compared to African students' parents. The research analysed factors influencing university choice, noting that institutional factors were most important for Far Eastern Asian students, while geographical factors were more important for European and American students. Family involvement and tradition were more significant for Middle Eastern students. Comparing students at the University of Debrecen and Salahaddin University, Hungarian students showed a higher level of professional orientation. In contrast, Iraqi students were more job-oriented, influenced by family, financial, and geographical factors.
The research explores the influence of sociodemographic variables on university choice and finds that age, settlement type, and academic years significantly influence university choice. International students at Debrecen University weaken the relevance of geographical factors. The role of financing form weakens reputation and ranking. Factors influencing further education, such as professional orientation, family background, and job orientation, positively influence institutional climate. However, professional orientation is negative, while job orientation has a positive effect. Geographical factors also positively affect social mobility, communication, and family background factors. People influencing academic choice significantly positively affect higher educational and high school environments, highlighting the importance of institutional climate. Geographical factors also play a significant role in these environments. The research identified three student clusters known as experienced coping, inexperienced optimism, and inexperienced denying groups. Key findings include gender-based differences, with experienced coping students underrepresented in agriculture and overrepresented in social sciences. Students with tertiary-educated mothers are more likely to be experienced copers. International students at the University of Debrecen are mostly inexperienced optimists. Factors influencing further education are primarily profession-oriented, with the inexperienced optimistic group valuing this the most. University choice is influenced by geographical factors for inexperienced deniers and reputation and ranking for inexperienced optimists. Overall, this research examines gender stereotypes in academic choice, highlighting the interconnectedness of sociodemographic, geographic, and institutional factors. It advocates for societal attitudes and policies to promote diverse career opportunities and understand students' experiences, ultimately improving educational outcomes.