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Equity or Stereotypes in Science Education? Perspectives from Pre-University Students

Author

Listed:
  • Raquel Fernández-Cézar

    (Mathematics Department, Faculty of Education of Toledo, Castilla La Mancha University, 50, 13001 Ciudad Real, Spain)

  • Dunia Garrido

    (Psychology Department, Faculty of Health Sciences of Talavera, Castilla La Mancha University, 50, 13001 Ciudad Real, Spain)

  • Melody García-Moya

    (Mathematics Department, Faculty of Education of Toledo, Castilla La Mancha University, 50, 13001 Ciudad Real, Spain)

  • Ariadna Gómezescobar

    (Mathematics Department, Faculty of Education of Toledo, Castilla La Mancha University, 50, 13001 Ciudad Real, Spain)

  • Natalia Solano-Pinto

    (Psychology Department, Faculty of Education of Toledo, Castilla La Mancha University, 50, 13001 Ciudad Real, Spain)

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.

Suggested Citation

  • Raquel Fernández-Cézar & Dunia Garrido & Melody García-Moya & Ariadna Gómezescobar & Natalia Solano-Pinto, 2020. "Equity or Stereotypes in Science Education? Perspectives from Pre-University Students," Sustainability, MDPI, vol. 12(22), pages 1-16, November.
    • Handle: RePEc:gam:jsusta:v:12:y:2020:i:22:p:9354-:d:443093
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    Citations

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    Cited by:

    1. Ibrahim Arpaci & Muhammed Said Dogru & Hassan Kanj & Nawaf Ali & Mahadi Bahari, 2023. "An Experimental Study on the Implementation of a STEAM-Based Learning Module in Science Education," Sustainability, MDPI, vol. 15(8), pages 1-12, April.
    2. María Teresa Alonso & Virginia Barba-Sánchez & María Teresa López Bonal & Hermenegilda Macià, 2021. "Two Perspectives on the Gender Gap in Computer Engineering: From Secondary School to Higher Education," Sustainability, MDPI, vol. 13(18), pages 1-28, September.
    3. Addissie Melak & Seema Singh, 2021. "Women’s Participation and Factors Affecting Their Academic Performance in Engineering and Technology Education: A Study of Ethiopia," Sustainability, MDPI, vol. 13(4), pages 1-22, February.

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