Remigiusz Mazur, Ludmiła Walaszczyk, Rodica-Cristina Apostolatu, Marc Beutner

Is STEM Education Gender Neutral? An Analysis of Teachers’ Perceptions of Gender Differences in Five Countries

Introduction

Is stem education gender neutral? an analysis of teachers’ perceptions of gender differences in five countries. Explore teachers' perceptions of gender in STEM education across five European countries. Reveals varied views on disparities and the urgent need for gender-sensitive teaching.

Abstract

Thesis. The authors investigate the extent to which STEM (Science, Technology, Engineering, Mathematics) education is perceived as gender-neutral by educators across Europe, with a focus on how these perceptions influence student engagement and the perpetuation of gender gaps. Methods. A mixed-methods approach was employed, combining quantitative survey data from 167 teachers in Germany, Poland, Romania, Türkiye, and Portugal with qualitative insights from focus group interviews. The study aimed to assess educators’ awareness of gender imbalances in STEM fields, their attitudes toward inclusivity, and the pedagogical practices they adopt in response to perceived disparities. Results. Findings indicate that while a majority of teachers acknowledge the existence of gender disparities in STEM education, their interpretations and proposed responses differ significantly. Some educators minimise the issue, while others emphasise its systemic nature. Conclusion. The results point to a lack of unified understanding and underscore the urgent need for professional development focused on gender-sensitive teaching strategies. The conclusion emphasises the pivotal role teachers play in either challenging or reinforcing stereotypes and highlights the necessity of integrating gender awareness into teacher training programs. Originality. This research offers a cross-national perspective on teachers’ perceptions of gender in STEM, contributing valuable insights into the social dynamics shaping educational equity.

Review

This study tackles a critically important and timely issue: the perceived gender neutrality of STEM education, viewed through the unique lens of teachers' perceptions across five European countries. By investigating how educators’ awareness and attitudes influence student engagement and the perpetuation of gender gaps, the research provides valuable insights into the social dynamics shaping educational equity. The cross-national comparative approach, encompassing Germany, Poland, Romania, Türkiye, and Portugal, is a notable strength, offering a fresh perspective on a global challenge and significantly contributing to our understanding of the varied educational landscapes. Methodologically, the paper employs a commendable mixed-methods approach, combining quantitative survey data from 167 teachers with qualitative insights derived from focus group interviews. This dual methodology enhances the robustness and depth of the findings, allowing for both broad statistical trends and nuanced contextual understandings of educators’ awareness, attitudes, and pedagogical practices. A key finding is that while a majority of teachers acknowledge gender disparities in STEM, their interpretations and proposed responses diverge significantly, from minimizing the issue to emphasizing its systemic nature. This highlights a concerning lack of unified understanding regarding the origins and implications of gender imbalances. The study effectively underscores the urgent need for targeted professional development initiatives. Its conclusion strongly advocates for integrating gender awareness into teacher training programs and providing practical, gender-sensitive teaching strategies to equip educators better. By illuminating the diverse perspectives among teachers and their pivotal role in either reinforcing or challenging stereotypes, this research offers a crucial foundation for developing more effective and unified professional learning opportunities that can actively promote gender equity in STEM fields.

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