Gender Stereotypes and Self-Concept of Female Students in STEM Subjects With a Low Proportion of Females

• In Event: Poster Session 5
  In Poster Session: Science Teaching and Learning SIG Poster Session

Abstract

One might assume that notably women in STEM studies with a low proportion of females have successfully overcome barriers in school and the family so that they are less prone to stereotypic views and influences. The present study focuses on these impact factors and analyzes to which degree family factors, school-related factors and individual stereotypes may influence female students’ academic self-concept.
The study presents a latent regression model which is based on a survey with 296 women from different German universities, all from STEM studies with less than 30% females. Gender stereotypes and family-related influences were negatively related to students’ STEM-specific self-concept. Positive indicators included school aspects, like favorite subjects at school. The results provide important recommendations for STEM education.

Authors

• Silke Luttenberger, University of Teacher Education Styria

• Manuela Paechter, University of Graz

• Bernhard Matthias Ertl, Universität der Bundeswehr München