Abstract
In this work, we explore the presence of stereotypes in pre-university students with respect to gender, science, and scientists. The possible differences between boys and girls, school stage, and rurality are analyzed. For this purpose, a sample of 404 participants between 13 and 18 years old were delivered a form with items from the Questionnaire on Opinions about Science, Technology, and Society. The responses were offered using a five-point Likert scale and agreement percentages were calculated. Descriptive and inferential statistics were used for the analysis, where the effect size was calculated for items associated with any of the three factors. Our findings show that the stereotyped ideas of gender in science were more intense in Compulsory Secondary Education (CSE) students in rural areas than in High School (HS) students from urban areas. In addition, perceptions of science and scientists showed greater agreement for CSE than for HS students. However, no differences were found between girls and boys. Regarding science items, there was a major agreement on the relationship between science and technology with problem solving, regardless of sex or school rurality. Finally, reflections on stereotypes and the presence of girls in STEM careers are provided.
Highlights
Hypothetical deductive reasoning resides in the frontal lobe of the brain, which has been called the “center of humanization”, due to its importance in the development of the human being [1]
Our findings show that the stereotyped ideas of gender in science were more intense in Compulsory Secondary Education (CSE) students in rural areas than in High School (HS) students from urban areas
The students participating in this study had a generally egalitarian perception of gender in science, considering scientists with a low percentage of acceptance of gender stereotypes
Summary
Hypothetical deductive reasoning resides in the frontal lobe of the brain, which has been called the “center of humanization”, due to its importance in the development of the human being [1]. This scientific development has contributed to increases in the level of well-being, creating healthier societies, as well as societies that are more supportive, egalitarian, and fair [2] For this reason, it is important that young people show interest in the study of science, ensuring the potential development and progress of society. In the case of Spain, the decline in enrolment into science, technology, engineering, and mathematics subjects and university degrees (known as STEM) confronts the positive perception of science by citizens reflected in some official reports [9] This positive social perception seems not to contribute to an increase in student enrolment in science majors, which exhibits a male–female gap in developed countries [10] and which is more acute in STEM than in health science careers [5]. These authors recommended exploring non-academic factors as possible causes of this gender gap
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