According to the Global Gender Gap Report 2020 [1], there is a significant gender gap in science, technology, engineering, and mathematics (STEM). Compared to men, only a small number of women are enrolled in STEM education programmes and an even smaller number graduate from them. Women constitute only 28% of people in higher STEM education worldwide and just 32% in North America and Western Europe, respectively [2]. Under-representation in the fields of STEM science has several negative consequences for women, particularly socio-economically, as STEM-related positions, currently held mostly by men, are better paid [3].
Female under-representation in STEM cannot be explained by women's weaker cognitive abilities in these disciplines. To the contrary, several studies indicate that girls’ and boys’ abilities and performance in STEM fields are comparable [4]. Research shows that what is actually keeping women away from science are stereotypes about women and STEM and biased images of science as male realms. For instance, studies confirm that science or scientific subjects are considered male domains by both boys and girls [5], that females are stereotypically believed to fit human-centred fields [6], and that mathematics and related studies are viewed as areas of male superiority [7]. Consequently, a typical scientist is perceived as male [5 Ibid].
These stereotypes regarding gender and science have been associated with student self-image [8], particularly academic self-image, which develops already in early childhood [9]. Academic self-concept is composed of students’ achievements, on one hand, and influenced by parents’ and teachers’ attitudes or behaviours, on the other [10]. The role of the latter, also called ‘influential others’, in shaping students’ self-identity is clear and consistently presented in the literature [11].
Although different countries are striving to address the gender gap in STEM fields through various interventions, such as quota policies and investments to promote the image of female scientists [12], the gender imbalance in science remains and, according to the OECD [13], is not likely to change in the near future.
The objective of our ongoing study, therefore, is to understand how to promote STEM to girls and women as interesting and attractive areas of study and as worthwhile and rewarding career options. To attain these goals, we explore what content and teaching methods in STEM are attractive to girls. We also explore the attitudes of 'influential others’ regarding the role of girls and women in science and the impact of these attitudes on girls’ identities and attitudes to science. Finally, we aim to identify what key factors shape the science career aspirations of female students.
The research seeks answers to these perennial questions, which several previous studies have grappled with, by investigating the problem through the innovative pedagogical framework for teaching and learning science, Open Science Schooling (OSS). [14]. Additionally, the OSS framework in this study is particularly focused on climate change as a topical and pressing issue science can help find solutions to. We consider that setting the study in the OSS framework, as an alternative to the traditional pedagogical paradigm, enables us to offset some of the gender biases ingrained in the traditional approach.
Since the role of teachers is so crucial when it comes to influencing students’ academic identities, we decided to begin the study by identifying the attitudes to women and STEM of the teachers and educators involved in the project. In this paper, we thus present the first part of our baseline investigations concerning teachers’ attitudes and biases with respect to gender and science that were brought to the project at its outset.