Using a comparative perspective, this study explores determinants of college STEM diversity in gender, focusing on female youth in India as an under-represented sub-group in STEM. Much of the current literature understand female under-representation in college STEM as a result of individual traits, e.g., STEM self-efficacy. Yet recent qualitative research suggests that for some groups in India, STEM careers are highly desirable, despite conservative social attitudes toward women. Seeking to unravel this puzzle, the study attempts to answer the research question: How does parental socioeconomic status, mediated by English language proficiency and moderated by gender, school type, and geographical location, relate to a student's college major in India? It adopts an interdisciplinary conceptual framework integrating human capital theory, social reproduction theory, and intersectionality to understand the context within which these determinants interact. Methodologically, it applied three-level, generalized structural equation modeling (MSEM) with the India Human Development Survey (IHDS) II 2011-2012 dataset. Results suggest that female representation in STEM fields in India is conditional on English fluency due to the English-STEM complementarity embedded in Indian universities and hiring systems. The analysis suggests that STEM choice is not solely and individual disposition but a phenomenon shaped by macro-social and economic forces in addition to individual aspirations. These results provide empirical evidence that the statistical model fit the IHDS-II data, confirming the external validity of the qualitative findings. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]