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Article

Equity or Stereotypes in Science Education? Perspectives from Pre-University Students

1
Mathematics Department, Faculty of Education of Toledo, Castilla La Mancha University, 50, 13001 Ciudad Real, Spain
2
Psychology Department, Faculty of Health Sciences of Talavera, Castilla La Mancha University, 50, 13001 Ciudad Real, Spain
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Psychology Department, Faculty of Education of Toledo, Castilla La Mancha University, 50, 13001 Ciudad Real, Spain
*
Author to whom correspondence should be addressed.
Sustainability 2020, 12(22), 9354; https://doi.org/10.3390/su12229354
Received: 9 October 2020 / Revised: 6 November 2020 / Accepted: 8 November 2020 / Published: 11 November 2020
(This article belongs to the Special Issue Gender Diversity in STEM Disciplines)
In this work, we explore the presence of stereotypes in pre-university students with respect to gender, science, and scientists. The possible differences between boys and girls, school stage, and rurality are analyzed. For this purpose, a sample of 404 participants between 13 and 18 years old were delivered a form with items from the Questionnaire on Opinions about Science, Technology, and Society. The responses were offered using a five-point Likert scale and agreement percentages were calculated. Descriptive and inferential statistics were used for the analysis, where the effect size was calculated for items associated with any of the three factors. Our findings show that the stereotyped ideas of gender in science were more intense in Compulsory Secondary Education (CSE) students in rural areas than in High School (HS) students from urban areas. In addition, perceptions of science and scientists showed greater agreement for CSE than for HS students. However, no differences were found between girls and boys. Regarding science items, there was a major agreement on the relationship between science and technology with problem solving, regardless of sex or school rurality. Finally, reflections on stereotypes and the presence of girls in STEM careers are provided. View Full-Text
Keywords: stereotype; gender; pre-university students; science education; rurality stereotype; gender; pre-university students; science education; rurality
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MDPI and ACS Style

Fernández-Cézar, R.; Garrido, D.; García-Moya, M.; Gómezescobar, A.; Solano-Pinto, N. Equity or Stereotypes in Science Education? Perspectives from Pre-University Students. Sustainability 2020, 12, 9354. https://doi.org/10.3390/su12229354

AMA Style

Fernández-Cézar R, Garrido D, García-Moya M, Gómezescobar A, Solano-Pinto N. Equity or Stereotypes in Science Education? Perspectives from Pre-University Students. Sustainability. 2020; 12(22):9354. https://doi.org/10.3390/su12229354

Chicago/Turabian Style

Fernández-Cézar, Raquel, Dunia Garrido, Melody García-Moya, Ariadna Gómezescobar, and Natalia Solano-Pinto. 2020. "Equity or Stereotypes in Science Education? Perspectives from Pre-University Students" Sustainability 12, no. 22: 9354. https://doi.org/10.3390/su12229354

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