STEM-Gender Stereotypes: Associations With School Empowerment and School Engagement Among Italian and Nigerian Adolescents

Musso, Pasquale; Ligorio, Maria Beatrice; Ibe, Ebere; Annese, Susanna; Semeraro, Cristina; Cassibba, Rosalinda

doi:10.3389/fpsyg.2022.879178

Cited by 3 publications

(2 citation statements)

References 60 publications

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“…felt in the educational field in order to increase a new study mentality in students (Musso et al, 2022). In fact, in an increasingly dynamic world, it is necessary to train students with a flexible mentality, capable of multidisciplinary thinking, who know how to find connections between different disciplines to respond more effectively to the complex problems of society (Bicer, 2021;Garibay, 2015;Ladson-Billings, 2014).…”

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confidence: 99%

International case study: The metaverse in the classical high school

Canfarotta,

Pipitone

2024

Pedagogical Perspective

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The exchange of best practices also at an international level on the use of new technologies applied to teaching is increasingly frequent today. However, there are few studies that delve into how classical high schools in Italy are actually changing their didactics in this line. In fact, there are some gaps between theory and practice when it comes to developing digital skills, sharing innovative teachings and assessing competences. Therefore, the aim of the present study is to describe how STEAM teachers of a classical high school in Sicily (South of Italy) used the metaverse in their subjects. In fact, a mathematics teacher, following a fruitful collaboration with a French school for the use of innovative teaching, involved colleagues from other disciplines in using the metaverse to motivate student learning in their subjects. A case study design from qualitative research designs was used. The participants were teachers and students and they were determined by convenient sampling method. The data of the study were obtained through a semi-structured interview form. The research data were analyzed using the thematic analysis. The results showed that all the teachers were enthusiastic using the metaverse to motivate the learners and the students grew up in the 4Cs (critical thinking, communication, collaboration and creativity). Future research could test whether these findings can be confirmed by using artificial intelligence programs to facilitate learning.

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confidence: 99%

International case study: The metaverse in the classical high school

Canfarotta,

Pipitone

2024

Pedagogical Perspective

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“…Still, 80% of women are illiterate in the eight northern states surveyed compared to 54% of men in Nigeria (Egbulonu & Eleonu, 2018;Opara, 2015). Musso, et al (2022) conducted survey in Italy and Nigeria on gender stereotypes experiences of adolescent students' empowerment and engagement linked to context and gender. The study shows that, empowering low performing female students with strategies could help them overcome or counteract gender stereotypes in STEM.…”

Section: Gender Stereotypes In Science Educationmentioning

confidence: 99%

Exploring science educators’ reproduction and subversion of gender stereotyping in a College of Education in Nigeria.

Allu

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The cultural production and reproduction of discriminatory gender practices in education and in society has been a global and local concern, thus attracting attention in current debates. Therefore, knowledge theorization aims at questioning and interrogating the socio-historical and patriarchal gender practices in the 21st century. A global transformation of gender may be one of the vital paths to empowering woman and the marginalized in education. In this study, gender equity, which is a process of attaining equality, is obstructed by socio-cultural relations of power, linked to discrimination, domination and entrenched stereotyping in society and is particularly now a focus too in science and science education. Science has been considered a male domain; a liberal feminist analysis views the space of women in science and science education as emanating from a long history of oppression of females in a patriarchal society. Therefore, orientations related to patriarchy, sexuality and culture currently dictate classroom engagements in science education, which impacts on student’s intellectual and career progress. However, an exposure to the impact of gender stereotype and inequality in science education is a possibility towards the intellectual, political, and economic transformation of females. This study explores six Nigerian science educators’ reproduction and subversion of gender stereotyping in physical and life sciences classes and is located within the critical interpretive paradigm. The research methodology comprised qualitative methods using questionnaire, interviews, classroom observations, reflective journals, and collective reflections. A qualitative case study research design was used for the study. Then, I used purposive and convenience sampling techniques to select six experienced science educators with heightened gender awareness in a college situated in North Central Nigeria where the study was conducted. The narrative method employed captures the selection and experiences of science educators and allowed for a nuanced understanding of educators’ views about gender stereotype reproduction and subversion. The data were analyzed for themes using gender lens of Critical Theory (CT), Critical Feminist Reproduction Theory (CFRT) and Critical Consciousness Theory (CCT) regarding cultural production and reproduction and gender transformation. The findings reveal that the construct ‘gender’ is indeed social construction, repeated acts linked to identity construction of male and female science educators. In this study, educators in physical and life sciences classes are shown to implicitly and/or explicitly reproduce gender stereotypes, but sometimes to subvert discrimination, consciously and unconsciously. Furthermore, educators, especially the male pre-service teachers, collude to stereotype female pre-service teachers. Also, female pre-service teachers are equally complicit in their own oppression. It appears the science educators, male and female pre-service teachers are not explicitly aware of their complicit gender stereotyping roles in science education during teaching and learning engagements. It was observed that female pre-service teachers are often overtly deterred from participating in the science education space. The unconscious and conscious actions of stereotyping by educators towards their female pre-service teachers are likely to reinforce multiple oppressions in their charges that will impact their future teaching and gendered roles in class. A pedagogic transformative gender model of enabling a contradictory, transformative and political college space for science educators and pre-service teachers to negotiate power differentials for a new social gender order is then proposed for collective action.

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Everything changes but nothing changes: gender stereotypes in the Italian population

Carvalho Silva,

Vezzoli,

Menesello

et al. 2024

Arch Womens Ment Health

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Purpose Gender stereotypes refer to consensual or cultural shared beliefs about the attributes of men and women, influencing society behaviors, interpersonal relationships, education, and workplace. The literature has shown the existence of gender stereotypes on career choices, internalization of roles, and school and social experiences and demonstrates the impact of demographic factors on stereotypes. However, all the studies conducted in Italy available in scientific literature analyzed small sample sizes within specific schools of university settings, with a limited age range. Methods To assess the current state of gender stereotypes in Italy, we conducted an online survey from October 2022 to January 2023 on the general population residing in Italy. The questionnaire comprised sociodemographic factors and questions about gender stereotypes, investigating six fields: games, jobs, personality traits, home and family activities, sports, and moral judgments. Results The study involved 1854 participants, mostly women (70.1%) with an undergraduate or postgraduate degree (57.5%). The statistical and descriptive analyses revealed that gender stereotypes influenced respondents’ beliefs, with statistically significant effects observed in most questions when stratifying by age, gender, and degree. Principal component analysis was performed to assess latent variables in different fields, revealing significant main stereotypes in each category. No statistically significant differences between men and women were found for the fields home and family activities, games, and moral judgments, confirming that stereotypes affect both men and women in the same way. Conclusions Our results show the persistence of gender stereotypes in any fields investigated, although our cohort is predominantly composed of high educational level women living in the North of Italy. This demonstrates that the long-standing gender stereotypes are prevalent, pernicious, and, unfortunately, internalized at times even by successful women pushbacking and sabotaging them unconsciously.

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STEM-Gender Stereotypes: Associations With School Empowerment and School Engagement Among Italian and Nigerian Adolescents

Cited by 3 publications

References 60 publications

International case study: The metaverse in the classical high school

International case study: The metaverse in the classical high school

Exploring science educators’ reproduction and subversion of gender stereotyping in a College of Education in Nigeria.

Everything changes but nothing changes: gender stereotypes in the Italian population

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