Static and dynamic assessment of STEM gender stereotypes in secondary education using a novel cluster-based analysis.

Diez, Jose-Luis; Ramos, Amparo; Candela, Carlos

Gender stereotypes are still present in the career choice. Students make decisions about future profession based on a stereotyped perception of studies. The under-representation of women in the field of science, technology, engineering and mathematics, can be explained by this gender gap in the career choice. This article explores the influence of gender stereotypes in the career choice of high school students and presents two aims: first, to analyze perceived stereotypes that boys and girls have towards studies and degrees; and second, to test the time evolution of these gender stereotypes. Statistical analysis was carried out to identify gender stereotypes, and cluster-based analysis to link stereotypes to cluster prototypes and identify hidden groups of behavior. A survey was used to collect data on gender stereotypes. The sample comprised 1844 students from Valencian Community high schools. According to previous studies, our results show that gender stereotypes showed influence on students' perception of professions. Boys have more stereotypes than girls, and this difference is even higher among students who intend to study engineering. Regarding to time evolution, an increase of gender stereotypes among students is detected, especially between girls and students who do not intend to study engineering. The conclusion determines the relationship between traditional gender roles and present professions. Students believe that there are more suitable careers for men or women: technology and engineering for men, education and psychology for women. In addition, these gender stereotypes have increased in the last 10 years. Therefore, the impact of gender stereotypes on career choice may have also increased.

STEM education; GENDER stereotypes; SECONDARY education; CLUSTER analysis (Statistics); PSYCHOLOGY of students; DECISION making

International Journal of Technology & Design Education, 2023, Vol 33, Issue 2, p749

0957-7572

Academic Journal

10.1007/s10798-022-09746-1