Investigating STEM interest, mathematics beliefs and gender stereotypes among pre-service early childhood educators
Datos Bibliográficos
| ID | 21496431 |
|---|---|
| Autores | Thomas Delahunty (0000-0002-7365-8757, National University of Ireland, Maynooth, autor de correspondencia), Máire Ní Ríordáin (0000-0002-6434-9899, University College Cork), Mark Prendergast (0000-0002-1766-7421, University College Cork) |
| Año | 2025 |
| Páginas | 1-23 |
| Fecha de publicación | 2025-05-31 |
| Open Access | Sí |
| Tipo | ARTICLE |
| Revista | European Journal of Teacher Education (JOURNAL) |
| Identificadores de la revista | ISSN: 0261-9768 • E-ISSN: 1469-5928 |
| Editorial | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/02619768.2025.2511870 |
| OpenAlex | W4410908508 |
| Idioma | EN |
| Citas recibidas | 1 |
| Referencias citadas | 69 |
The underrepresentation of women in STEM is a pervasive issue. Despite evidence casting doubt on common-sense notions that males have superior ability in these domains, gender stereotype beliefs persist, and are highlighted as a barrier limiting female opportunities. Gender stereotype and ability beliefs emerge in early childhood and research has highlighted this as a promising period for the cultivation of positive STEM attitudes. This study investigated gender stereotype beliefs, mathematical self-concept and STEM attitudes among a sample of early childhood pre-service teachers (N = 74) to assess the existence of stereotype endorsements and predictive relationships with overall attitudes. Surveys utilising a series of pre-established scales, measuring gender stereotype bias, mathematical self-belief variables (self-efficacy, self-concept), and STEM attitudes, were distributed. Linear models reveal mathematics self-concept and gender stereotype endorsements as significant effects on participants’ overall attitudes. These data are discussed in light of implications for teachers, future practice and teacher education
Developmental psychology · Early childhood · Early childhood education · Mathematics education · Pedagogy · Education, Achievement, and Giftedness · Psychology · Science Education and Pedagogy · Science Education and Perceptions
Gender stereotypes in education
Math–Gender Stereotypes in Elementary School Children
Gender-related beliefs of teachers in elementary school mathematics
Not Lack of Ability but More Choice
Performance
Female teachers’ math anxiety affects girls’ math achievement
A general approach to causal mediation analysis.
Increasing Self-Concept and Decreasing Gender Stereotypes in STEM through Professional Development for Early Childhood Educators
Science self-efficacy in the relationship between gender & science identity
Navigating a male dominated domain
Examining the effect of early STEM experiences as a form of STEM capital and identity capital on STEM identity
The impact of visualizing the group on children's persistence in and perceptions of STEM
Subjective Uncertainty Reduction through Self-categorization
The Influence of Gender Categories and Gender Stereotypes on Young Children’s Generalizations of Biological and Behavioral Characteristics
Do gender–science stereotypes predict science identification and science career aspirations among undergraduate science majors
Exploring teachers’ and students’ gender role bias and students’ confidence in STEM fields
Early Childhood Preservice Teachers’ Perceptions of Computer Science, Gender Stereotypes, and Coding in Early Childhood Education
Early childhood teachers’ beliefs about readiness for teaching science, technology, engineering, and mathematics
A multidimensional examination of children's endorsement of gender stereotypes
Dragon wings and butterfly wings
Judgments and reasoning about exclusion from counter-stereotypic STEM career choices in early childhood
Why So Few?”
Henry the Nurse is a Doctor Too
Definitions of Gender and Sex
Women in Science, Technology, Engineering, and Mathematics (STEM)
A Tale of Two Theories
The Role of Social Support in Students’ Perceived Abilities and Attitudes Toward Math and Science
Children’s social category-based giving and its correlates
The solace of radicalism
Uncertainty, entitativity, and group identification
Understanding the exploratory/confirmatory data analysis continuum
Stereotypes as Dynamic Constructs
Sex differences in confidence influence patterns of conformity
Gender differences in mathematics achievement in Beijing
Cross-national patterns of gender differences in mathematics
| Citas por año | 1 |
|---|---|
| Intervalo de citas | 2025 - 2025 (1) |
| Altamente citado | No |