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

Selimbegović, Leila; Karabegović, Mia; Blažev, Mirta; Burušić, Josip

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; STUDENTS; PRIMARY schools; EXPECTANCY-value theory; IDENTIFICATION

Psychology in the Schools, 2019, Vol 56, Issue 10, p1614

0033-3085

Academic Journal

10.1002/pits.22296