RT info:eu-repo/semantics/article
T1 Analysis of barriers, supports and gender gap in the choice of STEM studies in secondary education
A1 Merayo Álvarez, Noemí
A1 Ayuso Lanchares, Alba
K1 Technological vocations
K1 Decline
K1 STEM career interest
K1 Gender gap
K1 Secondary school students
K1 Secondary school teachers
K1 58 Pedagogía
AB Society is more digitised than ever and there is an urgent need to train people in these sec-tors, where women are still under-represented. A quantitative descriptive, correlational andexplanatory descriptive design was used to identify barriers, supports and gender gaps inScience, Technology, Engineering and Mathematics in Secondary Education by analysingthe interest and perception of 1562 students and 432 teachers. Descriptive statistics, Chi-square and Lambda test and Crame’s V or Phi test were performed together with a qualita-tive analysis. The results show that fewer female students want to pursue STEM studies,with girls preferring health and education professions and boys preferring engineeringand computer science. Indeed, their motivation is different since we found correlationsbetween being a girl and choosing STEM for helping people and society, while earningmoney is important for boys. Girls believe more necessary than boys to have qualitiesto study STEM and less often perceive themselves as intelligent and courageous. Ourstudy revealed that families and teachers encourage more boys than girls towards STEMactivities. Teachers believe that girls are influence by preconceived ideas, lack of STEMknowledge and lower self-esteem. Regarding gender equality, almost half state that noobjectives are included in the curricula, 43.85% do not include it in subjects and only 30%received training. Consequently, female vocations need to be promoted by teaching howSTEM solves real-life problems, fostering creativity, increasing self-confidence, promot-ing STEM activities and making female role models visible. Teachers should receive moregender training and promote gender-sensitive STEM education.
PB Springer
SN 0957-7572
YR 2022
FD 2022
LK https://uvadoc.uva.es/handle/10324/57046
UL https://uvadoc.uva.es/handle/10324/57046
LA eng
NO International Journal of Technology and Design Education, 2022.
NO Producción Científica
DS UVaDOC
RD 24-nov-2024