Abstract
The gendered representations of different sciences might have relevant effects on educational choices of science, technology, engineering and mathematics (STEM), enforcing a tendency to reproduce gender polarities between “male sciences” and “female sciences”. Drawing on several qualitative outcomes of the Italian IRIS survey, by means of a feminist interpretative framework based on three historical-conceptual dimensions – culture/nature, male hard sciences/female soft sciences, equality/difference – this chapter documents this macro-trend within the imagery of Italian male and female students who are enrolled in different scientific courses in their first year of university. It specifically examines the relationship between traditional and non-traditional aspects in their gender and science imagery, especially focussing on the perception of the primacy of techno-science over science as an emerging factor which partially redefines the gendered representation of science in the context of late-modern societies.
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