Gender Stereotypes and Expected Backlash for Female STEM Students in Germany and Japan

Abstract

Although Germany and Japan are top-ranking in STEM, women are underrepresented in the STEM fields of physics, engineering, and computer science in both countries. The current research investigated widespread gender-science stereotypes in STEM in the two countries (Studies 1 and 2) and negative consequences of expected backlash (i.e., imagining negative reactions and lower ascribed communion in scenarios) for women’s emotions and motivation in STEM due to role incongruity and lack-of-fit (Study 3). Studies 1 (N = 87) and 2 (N = 22,556) showed that explicit and implicit gender-science stereotypes are widespread and comparable in Germany and Japan. Study 3 (N = 628) showed that lower ascribed communion was related to less positive emotions, more negative emotions and anxiety emotions, and less study motivation for STEM students (from the fields of physics, engineering, and computer science) from Germany and Japan. Results point to more subtle expected backlash effects for women in STEM than hypothesized. Theoretical and practical implications for gender equality in STEM are discussed.

Attitudes toward mathematics/statistics, anxiety, self-efficacy and academic performance: an artificial neural network

“…In fact, males showed a slightly higher level of mathematical attitudes than females. This could be due to several reasons, such as some stereotypes present in the sciences in general, and in mathematics in particular, as stated in Ghazvini and Khajehpour (2011) , Rodríguez et al (2020) , and Froehlich et al (2022) . For statistical attitudes, unlike before, there was no significant difference between males and females in this research.…”

Advances in the Contributions of Mathematics in the Field of Education and Psychology

“…Ser. 1320:12053. doi: 10.1088/1742-6596/1320/1/012053 Lavidas, K., Apostolou, Z., and Papadakis, S. (2022). Challenges and opportunities of mathematics in digital times: Preschool teachers' views.…”

“…Both variables aid the students in their attempts to comprehend and master the subjects presented, particularly mathematics. Subramaniam et al (2022) explained that the subject of mathematics is often considered to be a difficult and boring subject. This has indirectly reduced the students' motivation and interest in learning mathematics.…”

Academic Self-Efficacy and Value Beliefs of International STEM and Non-STEM University Students in Germany from an Intersectional Perspective

“…This pattern might be reasoned in the sample selectivity of international degree-seeking STEM students in Germany. International students have already accomplished several challenges before starting their studies abroad (e.g., getting visa and study permissions, dealing with expectations and potential stereotypes of family, teachers and peers [80], and obtaining all relevant (language) qualifications). They decided for a STEM degree abroad despite potential (gender) stereotypes and possible cultural barriers [22,25,28,80,81].…”

“…International students have already accomplished several challenges before starting their studies abroad (e.g., getting visa and study permissions, dealing with expectations and potential stereotypes of family, teachers and peers [80], and obtaining all relevant (language) qualifications). They decided for a STEM degree abroad despite potential (gender) stereotypes and possible cultural barriers [22,25,28,80,81]. Hence, this sample can be assumed to be highly selective (which is corroborated by the high levels of expectancies and value beliefs).…”