Stem Students’ Perception of Gender Mainstreaming in Teaching: The Development of a Measuring Tool

Alsina, Montserrat; Valls, Elisabet Mas de Les; Martínez, Carmen Dolores Hernández; Pino, David Saavedra; Peña, Marta; Barahona-Fuentes, Claudia

doi:10.21125/iceri.2019.1631

Cited by 4 publications

(6 citation statements)

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“…In the literature, it is easy to find general measures of self-efficacy [72,73] but not specific tools to measure the ability to teach gender-sensitively. We have identified several instruments that measure science self-efficacy [74], computer use self-efficacy [81], self-efficacy in elearning [82], or even STEM students' perceptions of gender mainstreaming [83] but none to measure self-efficacy for teaching using a gender-sensitive approach, except the Teacher Efficacy for Gender Equality Practice (TEGEP) scale [84]. The TEGEP was built based on the theoretical foundations of Rands's model on gender, [85] Bandura's [70] concept of self-efficacy, and the three elements of awareness recommended by UNESCO [86].…”

Section: Teacher Self-efficacy For a Gender-responsive Teaching In Stemmentioning

confidence: 99%

Exploring Pre-Service STEM Teachers’ Capacity to Teach Using a Gender-Responsive Approach

2023

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Teachers’ perceived efficacy of their ability to teach using a gender approach is key for future generations to become more gender-sensitive and respectful towards gender inequities. However, little is known about graduate training for gender-responsive STEM (science, technology, engineering, and mathematics) teaching. In this study, after exploring the measurement invariance across countries (Greece and Spain) and sexes (male and female) of the TEGEP (Teacher Self-Efficacy for Gender Equality Practice) scale, a total of 222 prospective secondary school STEM teachers (136 Greek, 86 Spanish) from seven public universities were surveyed. Results showed that (1) the TEGEP has acceptable measurement invariance across countries and among sexes allowing comparison between groups and (2) that Greek and Spanish STEM students finish their master studies without sufficient confidence in gender knowledge, skills, and attitudes to practice a gender-sensitive teaching. The ability to teach gender knowledge was significantly higher in Greek than in Spanish students (4.52 vs. 4.03), while the latter felt more competent than the Greek students in conveying values/attitudes in regard to gender (4.54 vs. 4.83). The study calls for reflection, and considering that gender mainstreaming in STEM is anecdotal and not aligned with existing curricula, seeks to raise awareness and institutional compromise in implementing a gender-responsive approach in STEM. The TEGEP could be utilized to assess and monitor the gender competencies required of graduates in order to provide a more equitable and gender-sensitive STEM education in Greece and Spain.

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Section: Teacher Self-efficacy For a Gender-responsive Teaching In Stemmentioning

confidence: 99%

Exploring Pre-Service STEM Teachers’ Capacity to Teach Using a Gender-Responsive Approach

2023

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“…The development of this questionnaire was a fully cooperative work [57] and the result can be found at (https://tinyurl.com/yyxpzm59, accessed on 1 April 2021).…”

Section: Students' Perception Questionnairementioning

confidence: 99%

“…The ages ranged from 18 to 21 years in the case of Bachelor degree students and between 21 and 26 in the case of the Master degree students. The analysis allowed to identify strong and weak points perceived by the students [57]. The most significant points regarding the research questions are discussed below.…”

Section: Students' Perception Questionnairementioning

confidence: 99%

Introducing and Evaluating the Effective Inclusion of Gender Dimension in STEM Higher Education

et al. 2021

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The need to incorporate the gender dimension in higher education is a central element of gender equality policies within the European Union (EU). When most institutions of higher education have already strengthened and consolidated their curricula, the next challenge is to include and ensure that all people have the same opportunities to progress in education. This study intends to incorporate the gender dimension in teaching through a guide providing recommendations for the introduction of changes that will allow its effective incorporation in STEM (Science, Technology, Engineering and Mathematics) areas. It will take into account the administration in charge of formulating policies in the field of education, the students, and, mainly, the teaching staff. Its objective is to cover aspects related to the principles of equal opportunities and gender equality in STEM higher education disciplines. For this purpose, 41 volunteer teachers from 8 degrees and master’s degrees from the Universitat Politècnica de Catalunya in Spain participated. To achieve the results of this study, aspects related to social and gender relevance of the subjects, inclusive methodology, classroom management and assessment were considered. As a preliminary step to the development of the guide of recommendations, a teacher’s self-assessment tool and a questionnaire for students to analyze the perception of the gender dimension were developed.

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“…Regarding the type of referents, 7 categories have been defined: (1) personal circle, including the family, (2) UPC faculty, (3) recognized referent that has not contributed to the field of the studied degree and that has died before 1950, (4) recognized referent that has not contributed to the field of the studied degree and that has died after 1950 or is still alive, (5) recognized referent that has contributed to the field of the studied degree and that has died before 1950, (6) recognized referent that has contributed to the field of the studied degree and that has died after 1950 or is still alive, ( 7) null, the student has not been able to write the name of the referent despite affirming that he/she knows a referent.…”

Section: Male and Female Referentsmentioning

confidence: 99%

“…Available surveys were used for inspiration, even if none of them were specific on gender in teaching and hence did not fulfil the objectives of the team [4] [5]. More information on the design of the survey can be found in [6].…”

Section: Introductionmentioning

confidence: 99%

Gender Mainstreaming in Teaching: Analysis of Stem Students’ Perception

Valls¹,

Aubach²,

Ventura³

et al. 2020

ICERI Proceedings

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The Universitat Politècnica de Catalunya, UPC-BarcelonaTech (UPC) developed in 2018-2019 a pilot project named Gender Dimension in Teaching, where a cooperative approach was adopted to reach gender mainstreaming in all Bachelor and Master degrees at UPC. During this project, gender issues were identified according to the experienced perception of the project participants. However, since teachers' perception might be influenced by stereotypes and prejudices, uncertainties aroused concerning its reliability. In order to overcome this issue, a students' survey design, test and improvement process was carried out. The present study analyses the results of the first version of such survey.The survey was filled by 548 people from 3 Bachelor and 4 Master STEM degrees. The percentage of women was 30%, significantly higher than 20,70%, what corresponds to the women's proportion in the 7 studied degrees. This is not surprising, given the different degree of awareness related to gender issues, where women capture more biases than men.Different aspects such as teacher's gendered attitudes, treatment received from classmates, students' participation and male and female referents have been analysed. The study has allowed to describe students' perception regarding gender equality in UPC degrees and to identify needs and weaknesses.Results indicate that the bulk of the students consider that the UPC learning context does not account for gender biases, neither in the teacher-student interaction nor among classmates. However, referents, and especially female referents, is the major weakness. Also, the equity score given to UPC by female students is always lower than the score given by male students. The bigger discrepancy among both sexes lays in the treatment received by classmates. Also, classroom participation scores present significant discrepancies between male and female students.Authors are thankful to all participating students and, especially, to the 16 teachers that have helped gathering the responses.

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Stem Students’ Perception of Gender Mainstreaming in Teaching: The Development of a Measuring Tool

Cited by 4 publications

References 4 publications

Exploring Pre-Service STEM Teachers’ Capacity to Teach Using a Gender-Responsive Approach

Exploring Pre-Service STEM Teachers’ Capacity to Teach Using a Gender-Responsive Approach

Introducing and Evaluating the Effective Inclusion of Gender Dimension in STEM Higher Education

Gender Mainstreaming in Teaching: Analysis of Stem Students’ Perception

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