Young Spanish People’s Gendered Representations of People Working in STEM. A Qualitative Study

Abstract

The present qualitative study analyzes how a group of young people already involved in STEM fields perceive the prototypical person working in STEM. Gender differences between participants in technological and non-technological STEM fields were analyzed. A total of 27 young people (59.3% women) took part in the interviews (Mean Age = 25.48 years). Of them, 16 participants were working in STEM professions, and 11 were enrolled in the final courses of STEM degrees. The results of the content analysis were examined in light of social role theory and the multidimensional structure of gender stereotypes. Men in these fields were therefore attributed an unappealing and weird physical appearance. Some female participants linked STEM professionals’ intellectual abilities to the stereotype that men have higher abilities in these fields. Whereas females attributed effort and perseverance to STEM professionals’ intellectual aptitudes, males referred to the development of soft skills. Participants in technological STEM fields connected the stereotype of being a ‘weirdo’ to a boring job, whereas those in non-technological fields linked it to their unconventional character. Some participants were disappointed by a lack of correspondence between expectations and the actual job STEM professionals do. Moreover, females in technological STEM fields commented on the job’s low social impact, while males mentioned low attainment of technical qualifications. Most referents in STEM fields were masculine, some of whom were present in the mass media. The practical implications of the findings are discussed.

Girls in STEM: Is It a Female Role-Model Thing?

“…On the other hand, there are cultural and social stereotypes about the characteristics of scientists and scientific jobs (i.e., people lacking social abilities, with an unattractive physical appearance, or freaks) that undermine the interest that girls may have in STEM, as they do not match these stereotypes. Further empirical research supports this analytical view (Cheryan et al, 2015;Sáinz et al, 2016Sáinz et al, , 2019. Shin et al (2016) agree that a good way of overcoming these two barriers is through the intervention of female role models, as they can increase the sense of belonging to STEM and reinforce the idea that hard work is the way to succeed in STEM.…”

“…The theory also considers the role played by gender stereotypes (another social–cognitive process) in shaping gender differences in the choice of a STEM career ( Bussey and Bandura, 1999 ). Girls tend to move away from some STEM disciplines, as success in a STEM career is commonly associated with a high degree of intellectual brilliance, and brilliantness is stereotypically correlated with masculinity ( Eccles et al, 1998 ; Guimond and Roussel, 2001 ; Sáinz et al, 2019 ). Frenzel et al (2007) found that girls, when addressing a scientific problem, were more insecure and considered themselves more incompetent, and that their degree of enjoyment was lower.…”

“…In a similar vein, Plant et al (2009) exposed middle-school girls to computer-based female role models and found that the role model was effective at promoting academic interest and motivation among girls. It is therefore not surprising that exposure to role-model biographies that challenge common STEM stereotypes (e.g., that STEM is for gifted individuals) has also been demonstrated to have positive effects on both STEM and non-STEM student interests in STEM, as well as their perceived identity compatibility between themselves and STEM ( Shin et al, 2016 ; Sáinz et al, 2019 ). Role-model exposure also has a positive impact on academic sense of belonging among STEM and non-STEM students, and a positive impact on academic self-efficacy among STEM students, but not non-STEM students ( Shin et al, 2016 ).…”

“…In this study, we examine the effectiveness of a current and innovative role-model-based intervention on the perceptions that young girls (from 12 to 16 years old) have of gender stereotypes about mathematical competence, expectation of success in math, their degree of math enjoyment, and the importance attached to math, and how all of these contribute to shaping the likelihood that girls will choose STEM careers. We expect that the exposure to successful female role models in STEM fields could serve as a key driver to convey that they can succeed in these careers while still having a personal life (Marx et al, 2005;Williams and Ceci, 2012;Sáinz et al, 2019). This is especially relevant during the first stages of education because there is a consensus that the progressive abandonment of girls in some STEM fields (the start of the "leaking pipeline") begins after the age of 12 (Sáinz and Eccles, 2012) given the predisposition of girls to underestimate their ability to be successful in STEM fields (Correll, 2001;Sáinz and Eccles, 2012).…”

“…According to this theory ( Eccles et al, 1983 ; Eccles, 2005 ), when expectations of success and the value of STEM degrees and careers are high, girls are much more likely to choose STEM pathways. Existing stereotypes about the nature of STEM work and people working in STEM become powerful drivers of gendered aspirations and affinities ( Thébaud and Charles, 2018 ; Sáinz et al, 2019 ), supporting women’s STEM avoidance and men’s STEM affinity ( Glick and Fiske, 1999 ; Diekman and Eagly, 2008 ). A good way of overcoming stereotype barriers is through the intervention of female role models, who can increase the sense of belonging to STEM and reinforce the idea that hard work is the way to succeed in STEM ( Weisgram and Bigler, 2007 ; Shin et al, 2016 ; Bertrand and Duflo, 2017 ).…”