Shifting STEM Stereotypes? The Role of Teacher Gender and Peer Gender Composition in Shaping the Views of Male and Female Students

• In Event: 75.056 - STEM Education and Society

Abstract

This study utilizes a sample of high school students enrolled in an engineering course to examine whether the stereotypic beliefs held by female and male students are influenced by exposure to counter-stereotypical evidence in the classroom. It addresses two questions: 1) Are students taught by a female instructor more likely to change their level of endorsement of gender/STEM stereotypes? 2) Does the percent of female students in the course predict a change in stereotypical views? Results indicate that females generally reject stereotypes regardless of teacher gender or peer gender composition. However, results show promising evidence that males become less stereotypical in their views over time as a result of contact with more female peers and a female instructor.

Authors

• Catherine C. Riegle-Crumb, The University of Texas

• Chelsea Moore, The University of Texas - Austin

• Jenny Buontempo