Implicit gender-science stereotypes and college-major intentions of italian adolescents

Abstract

Gender stereotypes are often viewed as one of the root causes of the gender gap in STEM. According to Eccles’ model, they would indirectly influence major choices by shaping expectations of success and values attached to the viable options. However, empirical findings on the link between implicit gender-science stereotypes and college major intentions are limited. To fill this gap, the current study examines this association in a mixed-gender sample of 302 Italian high-school students. Logistic regression analysis revealed that implicit gender stereotypes were directly associated with females’ intention of majoring in STEM. Unlike previous findings, the mediation analysis could not confirm that other relevant factors, i.e., interest in the subject, performance at school, identification with the subject, and value attributed to the job’s salary and social utility, moderated this association.