Gender Stereotypes in Vietnamese Education: The Influence of Cultural Norms on Subject Choices and Career Aspirations

Abstract

This paper examines how cultural norms shape gendered perceptions of subject choices and career aspirations among Vietnamese students. Using a structured survey of 103 high school and university students in Ho Chi Minh City, the study analyses beliefs about gender-appropriate fields, sources of influence (family, teachers, media), and intentions to pursue STEM or caregiving/social professions. Results indicate persistent stereotypes—STEM is perceived as more suitable for men, while education and care sectors are associated with women—yet younger urban respondents report greater willingness to challenge these norms. The paper contributes an updated, context-specific account of how gendered habitus is reproduced in Vietnamese schooling and offers actionable guidance for policy and practice, including gender-responsive counselling, teacher training, and textbook review. The study adds empirical evidence from Vietnam to the global literature and outlines a feasible pathway to reduce stereotype-consistent choices.