Predicting gender-STEM stereotyped beliefs among boys and girls from prior school achievement and interest in STEM school subjects

Blažev, Mirta; Karabegović, Mia; Burušić, Josip; Selimbegović, Leila

doi:10.1007/s11218-017-9397-7

Cited by 37 publications

(17 citation statements)

References 54 publications

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“…These three indicators (gender equality, the gender difference in science performance, the gender difference in science self‐efficacy) thus place Croatia in a range of moderate values, similar to many, if not most other countries. Also, our previous research showed that primary school pupils do, in fact, endorse gender stereotypes, giving relevance to the present research (Blažev, Karabegović, Burušić, & Selimbegović, ). Therefore, we believe that the results of this study are not likely to be specific to Croatia and might be observed in other similar countries.…”

supporting

confidence: 68%

“…In addition, we included more than one STEMdomain (i.e., Maths, Science, and Physics) in our operationalization and elicited stereotypes and expectancies for various careers from the STEM-domain to get a broader picture of students' beliefs about the whole field. Finally, we relied on a sample of Croatian children, thereby providing data from a country (a recent EU member) and a region that have seldom been in the focus of inquiry in this line of research (Blažev et al, 2017).…”

mentioning

confidence: 99%

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The independent contributions of gender stereotypes and gender identification in predicting primary school pupils’ expectancies of success in STEM fields

Selimbegović

Karabegović²,

Blažev³

et al. 2019

Psychology in the Schools

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On the basis of the expectancy‐value theory of achievement, this paper aims to examine the relative contributions of gender‐stereotype endorsement and gender identification on expectancies for success in STEM fields. In a sample of 880 Croatian primary school pupils of approximately 12 years of age, stereotyped beliefs about gender‐appropriateness of STEM‐related professions (stereotype endorsement) and self‐perception as a typical representative of one's gender (gender identification) were first assessed. Participants also reported their expectations for success in each of the STEM‐related professions previously used for establishing stereotype endorsement. Stereotype endorsement and gender identification separately interacted with gender to predict expectancies for success in STEM‐related professions. Higher levels of stereotype endorsement and gender identification fostered stereotype‐consistent expectancies for success in STEM fields (higher expectancies for boys than for girls). Implications are discussed in terms of strategies to encourage girls to engage in STEM‐related careers.

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supporting

confidence: 68%

mentioning

confidence: 99%

The independent contributions of gender stereotypes and gender identification in predicting primary school pupils’ expectancies of success in STEM fields

Selimbegović

Karabegović²,

Blažev³

et al. 2019

Psychology in the Schools

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“…These feelings and values are shaped under the influence of a student's social surroundings and are comprised of, among others, beliefs about appropriate gender roles and gender stereotypes (Eccles, 2009). In line with this, STEM interest and stereotype endorsement were found to be positively associated among male secondary school students, and negatively associated among female secondary school students (Blažev, Karabegovi c, Buruši c, & Selimbegovi c, 2017).…”

Section: Task Value: Topic Interestmentioning

confidence: 74%

First steps toward gender equity in the chemistry Olympiad: Understanding the role of implicitgender‐sciencestereotypes

et al. 2020

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Girls are underrepresented in mathematical and science Olympiads, global informal learning activities which often serve as stepping stones for admission to top universities and future STEM careers. The present article aims to investigate the role of implicit genderscience stereotypes on representation and achievement among participants of the German Chemistry Olympiad using a cross-sectional online study (N = 445, mean age 16.5 years, 51% female) entailing the Implicit Association Test and two motivational scales. This study was the first of its kind to use moderated mediation analysis to examine the effects of gender-science stereotypes on participation and achievement, mediated by the expectancy and value beliefs self-concept and topic interest. We found that in the female group, gender-science stereotypes negatively predicted the participants' willingness to continue in the competition. This relationship was mediated through topic interest. In addition, we found self-concept predictive for further participation among female participants, as well as for competition score among both gender groups. Furthermore, topic interest positively predicted male participants' willingness to continue with the competition. The results underline the negative association of

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“…Moreover, this study has shown that students with stereotype-consistent interest in STEM-related school subjects were particularly likely to endorse gender-science stereotypes. Consequently, especially boys who were highly interested and girls who were relatively uninterested in STEM-related school subjects were more likely to believe that STEM school subjects constitute a male domain (BlaŽev et al, 2017). In line with this, a study among high school students has shown that girls reported lower self-efficacy in math and science compared to boys (Hand et al, 2017).…”

Section: Gender Differences In the Perception Of Gender-science Sterementioning

confidence: 85%

The Gender Gap in STEM Fields: The Impact of the Gender Stereotype of Math and Science on Secondary Students' Career Aspirations

Aeschlimann²,

2019

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Studies have repeatedly reported that math and science are perceived as male domains, and scientists as predominantly male. However, the impact of the gender image of school science subjects on young people's career choice has not yet been analyzed. This paper investigates the impact of the masculinity image of three school subjects-chemistry, mathematics, and physics-on secondary students' career aspirations in STEM fields. The data originated from a cross-sectional study among 1'364 Swiss secondary school students who were close to obtaining their matriculation diploma. By means of a standardized survey, data on students' perception of masculinity of science school subjects were collected using semantic differentials. The results indicate that for both sexes, math has the strongest masculinity attribution, followed by physics as second, and, finally, chemistry with the lowest masculinity attribution. With respect to gender differences, our findings have shown that among female students, the attribution of masculinity to the three school subjects does not differ significantly, meaning that female students rated all subjects similarly strongly as masculine. Within the group of male students however, the attribution of masculinity to math compared to chemistry and physics differs significantly, whereas the attribution of masculinity to chemistry and physics does not. Our findings also suggest that gender-science stereotypes of math and science can potentially influence young women's and men's aspirations to enroll in a STEM major at university by showing that a less pronounced masculine image of science has the potential to increase the likelihood of STEM career aspirations. Finally, the paper discusses ways of changing the image of math and science in the context of secondary education in order to overcome the disparities between females and males in STEM.

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Predicting gender-STEM stereotyped beliefs among boys and girls from prior school achievement and interest in STEM school subjects

Cited by 37 publications

References 54 publications

The independent contributions of gender stereotypes and gender identification in predicting primary school pupils’ expectancies of success in STEM fields

The independent contributions of gender stereotypes and gender identification in predicting primary school pupils’ expectancies of success in STEM fields

First steps toward gender equity in the chemistry Olympiad: Understanding the role of implicitgender‐sciencestereotypes

The Gender Gap in STEM Fields: The Impact of the Gender Stereotype of Math and Science on Secondary Students' Career Aspirations

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