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This study sought to explore the factors that help predict students' interest in Science, Technology, Engineering and Mathematics (STEM) in Qatar. Drawing on recent work in the field, the present paper examines the intersection of personal characteristics (gender and grade level) and contextual (teacher) variables, and their association with interest in STEM. The study involved a nation-wide survey of preparatory and secondary levels of education in Qatar implemented in 2015, and data from adoi:10.12973/eurasia.2017.00999a fatcat:iish7vysk5do5k5asga2d7sezi