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

Abstract

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.

Gender Stereotypes in the UK Primary Schools: Student and Teacher Perceptions

“…This stereotypical gender perception highlights how children's career paths can be affected, and therefore poses an area for further investigation. This is noted by Selimbegovic ́et al (2019) where their findings showed that stereotyped beliefs about Science, Technology, Engineering, and Mathematics (STEM) subjects and professions are linked to stereotype-consistent careers and gender gaps.…”

Sense of Belonging as an Important Factor in the Pursuit of Physics: Does It Also Matter for Female Participants of the German Physics Olympiad?

“…Based on previous evidence on success expectations and career aspirations in STEM fields (e.g., Kang et al, 2019;Selimbegović et al, 2019), regarding Hypothesis 2, we apply the lens of the expectancy-value theory (e.g., Wigfield and Eccles, 2000). The expectancy-value theory includes belonging as a predictor of career choices but has so far not systematically addressed the extent to which sense of belonging, above and beyond domain-specific self-concept and interest in physics, predicts expectancy-and value-related outcomes.…”

Children's engineering‐related achievement beliefs and career aspirations: The role of gender

“…As such, students' competence beliefs may play a critical role in influencing gender differences in educational and career choices as compared to actual ability. For example, studies have found that when male and female adolescents rate themselves as having high math competence, they both have a high chance of pursuing education and careers in STEM (Dweck, 2008); however, elementary and high school males often rate their math competence higher than their female classmates who have similar levels of math performance (Correll, 2001; Nagy et al, 2008; Selimbegović et al, 2019). At the college level, male engineering students report higher levels of engineering competence than female engineering students (Jones et al, 2010).…”