engleski

Students’ Gender Stereotype and Motivational Beliefs in STEM School and Occupational Domain: Gender Differences in Primary School

The efforts aimed at understanding boys’ and girls’ stereotypical beliefs about STEM (Science, Technology, Engineering and Mathematics) represent an important research topic with significant implications for their school achievement and career interests and choices in this field, and the existing research is focused on several areas of possible explanations. However, the majority of existing research is focused only on mathematics and science as school subjects or only on several prominent STEM occupations. There is a lack of research that focuses on gender differences in beliefs about different STEM school subjects, several STEM occupations and some dominant activities which are present in the workplace simultaneously. Hence, the aim of this study was to determine gender differences in gender stereotype endorsement regarding different STEM school subjects, STEM occupations and some dominant activities which are present in various workplaces. In addition, gender differences in certain students’ motivational beliefs are examined. Overall, 416 seventh grade students (49% girls ; 12-14 years old) from eight primary schools in Croatia participated in the study. Students filled out the questionnaires related to their gender stereotype beliefs about STEM school subjects, stereotype beliefs about a list of occupations and a list of occupational activities. In addition, we collected information about student’s self- competence beliefs and subjective task values towards STEM school subjects and interest for STEM occupations. Results indicate that there are statistically significant gender differences in stereotype endorsement only regarding STEM school subjects, with boys holding stronger stereotype beliefs. Boys and girls similarly endorse gender stereotype beliefs about STEM world of work, i.e., occupations and occupational activities. Regarding the motivational beliefs towards STEM school domain, there are no gender differences in self- competence beliefs and the perception of importance of STEM. However, girls show significantly less interest in STEM school domain and perceive it less useful. Regarding STEM world of work, boys show more interest for occupations in engineering and technology, while girls show more interest for occupation in biology. In conclusion, gender differences in STEM are still present to some extent, especially regarding motivation towards STEM. However, it is important to note that effect sizes of all detected differences were small to moderate, while large differences were only detected regarding interest for computing and engineering occupations. These results could be useful for informing future interventions, which should aim to increase gender diversity in STEM by focusing on STEM occupations, with an emphasis on computing and engineering, rather than on STEM school domain. Also, such interventions should highlight the value of STEM and not target self-competence beliefs as much.

gender stereotypes, gender differences, motivational beliefs, STEM, occupations, primary school

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