Gendered Math Attitudes in Latin America: Exploring the Role of ICTs

• In Event: ICT and Education (I)

Proposal

Background and Context

Gender disparities in STEM education have been a topic of concern for many years. While recent evidence suggests that the gender math performance gap is decreasing, the underrepresentation of women in STEM fields persists. A significant factor that contributes to the lack of female representation in STEM fields is the different math attitudes exhibited by girls and boys from a young age (Casanova et al., 2021; Fernandez et al., 2022; Liu, 2018; Sakellariou & Fang, 2021). Research indicates that girls tend to lack confidence in their math abilities and are more likely to attribute their success in math to external factors such as luck or hard work. Boys, on the other hand, tend to exhibit higher levels of confidence in their abilities and are more likely to attribute their success in math to their innate abilities (Penner & Paret, 2008).

Stereotype threat has been identified as a possible explanation for this phenomenon. This theory refers to the fear of confirming a negative stereotype about one’s social group. In the case of girls in math, stereotype threat arises when they are aware of the negative stereotype that girls are not as good at math as boys (Liu, 2018; Spencer et al., 1999; Steele & Aronson, 1995). The fear of confirming this stereotype negatively impacts both their performance and their beliefs about their abilities in math (Thoman et al., 2013).

Although less explored, stereotype threat is also used to explore gendered aspects of technology use and adoption (Koch et al., 2008; J. L. Smith et al., 2005), where studies show that girls tend to attribute software and hardware malfunctions to their own inabilities with technology, compared to boys that attribute failure to the devices and not themselves (Koch et al., 2008).

In a context where technology is increasingly used as a support to teach in the classroom, the reinforcement of both gendered stereotypes has been largely unexplored in the literature. Additionally, while a variety of studies have focused on the effects of ICTs on performance, few have brought attention to the potential effects on students’ math attitudes and beliefs.

Latin America is a relevant context to explore this issue due to its unique combination of characteristics. On the one hand, the region is characterized by high levels of inequality, which affect access to technology and educational opportunities (Ancheta-Arrabal et al., 2021). On the other hand, there is wide heterogeneity in the math performance gender gap (Nollenberger & Rodríguez-Planas, 2015). These trends highlight the need to better understand the factors that contribute to gender disparities in math performance and to identify strategies to address them (Liu et al., 2020; Muñoz Rojas, 2021; Nollenberger & Rodríguez-Planas, 2015).

In this paper, I explore the relationship between technology access, gender stereotype threat and math self-efficacy in Latin America using data from UNESCO’s 2019 comparative and explanatory regional study (ERCE). Specifically, I ask two research questions: (1) What is the association between computer and internet access with student’s math self-efficacy? (2) How do gender and stereotype threat mediate this relationship?

Data and Methods

I use 2019’s ERCE data, which is a large-scale study conducted by UNESCO's Latin America and Caribbean Regional Office (OREALC) that aims to assess the quality of education in 16 countries in the region. I focus on the 6th grade sample and the countries included in the study are Argentina, Brazil, Chile, Colombia, Costa Rica, Cuba, Dominican Republic, Ecuador, Guatemala, Honduras, Mexico, Nicaragua, Panama, Paraguay, Peru, and Uruguay.

To answer my research questions, I use a hierarchical linear model specification with random intercept. Hierarchical Linear Models (HLM) are a type of statistical model used in social science research to analyze data that have a hierarchical or nested structure. In this case, students are nested within schools, which are nested within countries. HLM models allow researchers to examine how individual-level and group-level factors interact to affect student outcomes.

My dependent variable is a standardized scale of self-efficacy. My main explanatory variable is ICT access which is defined in 5 different ways: (i) insufficient computers at school as reported by principals, (ii) insufficient Internet connection at school as reported by principals, (iii) having access to a computer at home as reported by parents, (iv) having access to a computer either at home or at school, and (v) having Internet access either at home or at school. I also include two stereotype threat variables, one for teachers and another for parents. Finally, I control for family socioeconomic index, parent’s education, student age, and whether the school is in a rural setting.

Findings

I find that ICT access has a heterogenous relationship with students’ math self-efficacy, and that both gender and parents’ stereotype threat play a mediating role. Having insufficient computers at school is associated with -0.40 standard deviations in the self-efficacy scale (p<0.01). Conversely, having access to a computer either at home or at school is positively associated with reported self-efficacy (0.36 s.d., p<0.01). However, having Internet access either at home or at school is negatively associated with reported self-efficacy (0.07 s.d., p<0.01). Additionally, all model specifications indicate that while teachers’ reported stereotype threat is not associated with students’ math self-efficacy, their caregiver’s reported stereotype is negatively associated with their beliefs on their own math abilities (effect ranges from 0.07 to 0.08, p<0.01). Girls also consistently show lower levels of self-efficacy (0.1 s.d., p<0.01).

Conclusion

This research sheds light on the gender disparities in math attitudes and their link to technology access and stereotype threat in Latin America. As the global movement for gender equality gains momentum, this study contributes to the broader understanding of protesting through evidence-based research. Armed with insights into the influence of technology access and stereotype threat on student’s beliefs about their own abilities, educators, policymakers, and activists can work together to advocate for equitable and supportive learning environments, paving the way for greater gender diversity and representation in STEM fields.

Author

• Carla Zenobia Glave Barrantes, The University of Wisconsin-Madison