STEM Fields' Student Perceptions of Self-Efficacy for a Gender Equality Practice: A Cross-Cultural International Study

Miralles-Cardona, Cristina

doi:10.3102/1891770

Cited by 5 publications

(7 citation statements)

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“…In addition, it may be the first time that scalar invariance is found across country and sex in secondary school STEM student teachers, since no studies have been carried out before with this population using the TEGEP. The finding of scalar invariance gives support to previous work by Miralles-Cardona et al [55,60] using the TEGEP with general elementary and secondary education student teachers. A second major finding is that while the Spanish participants had significantly lower gender knowledge and awareness scores than Greek participants, self-efficacy for developing gender attitudes was significantly higher among Spanish than Greek respondents.…”

Section: Discussionsupporting

confidence: 85%

“…In the current study, the TEGEP scale had a very high reliability (alpha coefficient for the whole scale was .94 Greek and .95 Spanish samples (.91, .93, and .89 vs .89, .93, and 85 for the subscales, Greek and Spanish, respectively). Previous studies using general education student teachers samples revealed that the scale is reliable and valid [55,59,60]. The scale allows us to obtain individual scores by item, factors, and a total score.…”

Section: Study Design and Instrumentmentioning

confidence: 98%

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Self-Efficacy for Sustainable Gender Equality Practice in STEM Teacher Education in Spain and Greece

Miralles-Cardona¹,

Kitta²

2022

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In the context of the Education-2030 Framework for Action, an important goal for initial STEM teacher education is to provide professional development on equality and gender awareness. This study explored whether STEM prospective secondary teachers are prepared to implement a sustainable gender-sensitive practice upon graduation. To this end, we cross-culturally validated the TEGEP (Teacher Self-Efficacy for Gender Equality practice) scale and compared STEM student teachers’ perceptions of self-efficacy by country and sex. Participants were 205 STEM (science, technology, engineering, and mathematics) secondary school student teachers (136 Greek and 69 Spanish) drawn from seven public universities (six Greek, one Spanish). Statistical analysis confirmed the structure and factor invariance of the TEGEP across country and between sexes showing evidence that gender equality self-efficacy level is only moderate and that perceived competence in gender knowledge was significantly higher in Greek than in Spanish STEM student teachers, while the latter felt more competent than the Greek in developing values and attitudes in regards to gender. The study provides a cross-validated instrument to measure gender equality self-efficacy in STEM teacher education and evaluate sustainable changes after planned interventions.

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Section: Discussionsupporting

confidence: 85%

Section: Study Design and Instrumentmentioning

confidence: 98%

Self-Efficacy for Sustainable Gender Equality Practice in STEM Teacher Education in Spain and Greece

Miralles-Cardona¹,

Kitta²

2022

Preprint

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“…The spectrum of research in STEM over the world shows that cross-culturally, cross-nationally these factors can function and affect female student's STEM choice differently, making it important to understand each factor country and culture wise, and tailor the interventions and policies accordingly (Gebauer, M.M., 2021, Miralles-Cardona 2021. This paper supports this with a study of critical incidents reported by German school girls.…”

Section: Literature Review: Attitudes and Determinants Influencing Fe...supporting

confidence: 71%

An Exploration of Critical Incidents Impacting Female Students’ Attitude Towards STEM Subjects

Polonsky

Dodiya

Heinisch

et al. 2023

icgr

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Science, Technology, Engineering and Math (STEM) subjects are extremely important to any nation's economy. For society to flourish sustainably there should be equal involvement of men and women in these professions. Even though the number of women in STEM areas has increased over the past several decades, there is still a sizable underrepresentation of women overall and in key positions. In the winter term 2020/21, among all the 1,090,804 students in STEM subjects at German universities, only 347,197 were female students (31,8%) (Statistisches Bundesamt, 2022). According to research by Corbett and Hill (2015), the following factors limit girls and women from majoring, for example, in computer science: Cultural prejudices, gender biases, and microinequities (subtle discriminatory actions) all contribute to a lack of sense of belonging in these sectors. Overall, this study aims to better understand the key situations that affect girls' and young women's decision for or against a career in STEM. In particular, the research is interested in finding out about subtle or obvious discriminatory but also facilitating actions which influence attitude towards STEM subjects. An online questionnaire was distributed to a student panel via a market research institute, which was answered by 777 German female students aged 16-20 years in May 2022. The questionnaire collected female students’ memorable positive and negative critical incidents which had an impact on their attitude towards STEM subjects. On the one hand, female students reported a learning environment in school leading to fear, frustration or anxiety which result into them questioning their math or science competence. On the other hand, female students also reported very positive, memorable experiences and appraisal situations in and offsite the classroom which increase their positive attitude about STEM subjects and might lead to a future career choice in a STEM subject. The authors hope to spark a conversation about how institutions might better tailor their offers to a female audience.

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“…Teacher educators are not currently prepared to incorporate a GP into their teaching assignments. This preparation should be a prerequisite to become involved in GM implementation, as the follow-up of workshops and seminars on gender is not enough to transform the uncritical attitude to initiate a curricular transformation [56][57][58]. 3) Facing resistance.…”

Section: Discussionmentioning

confidence: 99%

Teacher Educators’ Perceptions of Factors Influencing Gender Mainstreaming Implementation in University Teaching 25 Years after Beijing

Miralles-Cardona,

Chiner,

Tichá

et al. 2024

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STEM Fields' Student Perceptions of Self-Efficacy for a Gender Equality Practice: A Cross-Cultural International Study

Cited by 5 publications

References 0 publications

Self-Efficacy for Sustainable Gender Equality Practice in STEM Teacher Education in Spain and Greece

Self-Efficacy for Sustainable Gender Equality Practice in STEM Teacher Education in Spain and Greece

An Exploration of Critical Incidents Impacting Female Students’ Attitude Towards STEM Subjects

Teacher Educators’ Perceptions of Factors Influencing Gender Mainstreaming Implementation in University Teaching 25 Years after Beijing

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