Search Results (53)

This study examines the underrepresentation of women in STEMM (Science, Technology, Engineering, Mathematics, and Medicine) within Peruvian public universities and identifies factors associated with women’s program choice. A cross-sectional survey was administered to first-term students across three public institutions spanning Peru’s Highlands, Coast, and Amazon regions. Data from 1142 students (145 women) were used for descriptive analysis of segregation, while an inferential sample (N = 152; 76 STEMM, 76 non-STEMM) was used for modeling. The instrument was an adapted “University Students’ Questionnaire on STEM Studies in Higher Education (QSTEMHE)” (Cronbach’s α = 0.89). Descriptive statistics and a penalized (Firth) binary logistic regression were used to evaluate sociodemographic, contextual/experiential, and motivational predictors of enrolling in a STEMM major. The cross-sectional design limits causal inference, and perception data are subject to self-report biases. Women accounted for 12.7% of STEMM enrolment overall, with pronounced horizontal segregation: engineering programs frequently recorded critically low female participation (≈3–5% in Civil, Mechanical, and Computer Engineering), whereas Medicine and Sanitary Engineering showed comparatively higher representation (27–38%). Perception data indicated that STEMM students more strongly rejected gender–ability stereotypes than non-STEMM peers, although a substantial proportion still reported constraining gender expectations and rigid household roles. In the penalized regression, Prior Interest in STEM (OR = 7.76; p = 0.018) and Motivation: Opportunities (OR = 2.24; p = 0.0001) significantly increased the probability of choosing STEMM. Crucially, Ethnicity emerged as a significant barrier: identifying as ‘Quechua’ (OR = 0.19; p = 0.0004) or ‘Other(s)’ (OR = 0.16; p = 0.011) significantly decreased this likelihood. Age, area of residence, and Motivation: Altruism was not significant. Findings support early, gender-responsive career guidance, mentoring, addressing intersectional ethnic barriers, and targeted financial aid to strengthen women’s participation and retention in STEMM. Full article

Social media has become a central element in the daily lives of adolescents, shaping not only their communication patterns but also their self-perception, identity construction, and relationships with others. While these platforms provide opportunities for connection and self-expression, they also entail significant risks. This paper presents a scoping review of the literature, following principles of transparency and rigor inspired by the PRISMA framework, on the impact of social media on adolescent identity, with particular attention to self-concept, self-esteem, and body image. It also examines cyberbullying as a prevalent form of digital violence during adolescence, analyzing its causes, consequences, and variations according to gender, age, and social context. The findings indicate that adolescents build their identities both offline and online, where constant comparison, the use of filters, and the pursuit of social validation can generate emotional distress, insecurity, humiliation, and even social exclusion. Gender differences are also observed: girls are more exposed to aesthetic pressure, whereas boys tend to reproduce ideals of strength and leadership. Finally, the review highlights the importance of social work interventions focused on prevention, digital education, and emotional support in order to foster safe online environments and promote the development of authentic, stereotype-free identities. Full article

This qualitative study explored physically fit women’s physical, psychological, and societal reasons for engaging in exercise through the lenses of objectification theory and self-determination theory. A phenomenological approach enabled an in-depth examination of the complexity of women’s experiences, including the challenges and successes associated with physical exercise. The participants’ narratives ranged from accounts of perseverance in exercising, despite societal expectations and gendered stereotypes, to expressions of a desire to live long, happy, and healthy lives. Eight key themes were identified: initial motivators for physical exercise, benefits of physical exercise, perseverance, definition of a successful workout, gendered barriers to physical fitness, physical fitness identity, cost of physical fitness pursuit, and appearance motives. The findings highlight how physical exercise fosters empowerment and psychological well-being, with benefits such as self-assurance and self-love supporting sustained motivation over time. This study deepens understanding of how women navigate fitness within a broader sociocultural context and illustrates how external motivators can evolve into intrinsic motivation centered on autonomy, competence, and personal well-being. Full article

This article explores how gender biases in STEM education persist despite formal commitments to equality. Based on data from the Erasmus+ project STEMGenderIN, we analyze responses from lower-secondary school teachers (ISCED 2; ages 11–15), of STEM subjects, in Portugal, Italy, Belgium, and Romania using the TPGESE scale, which assesses three dimensions: perceived gender equality in education (PGEE), the awareness of the effects of gender segregation (AEGSE), and the naturalization of gender stereotypes (GSNGI). Findings show a consistent gap between teachers declared support for gender equality and their limited awareness of structural and cultural barriers faced by girls in STEM. While most teachers affirm equality in principle, many attribute girls’ underrepresentation to personal choice or aptitude, overlooking the influence of stereotypes, social expectations, and systemic inequalities. The results point to a paradox: formal recognition of gender equality coexists with low engagement in reflexive practice or institutional change. Differences between countries suggest varying degrees of critical awareness, with some contexts showing greater openness to questioning dominant narratives. This study highlights the urgent need for teacher training that goes beyond rhetoric, promoting deep pedagogical transformation and equipping educators to create more inclusive STEM learning environments. We argue that addressing the perception–practice gap is essential to closing the gender gap in STEM. To situate these findings, we also note how national cultural–political debates—such as Portugal’s public controversy around so-called “gender ideology” in Citizenship and Development—may shape teachers’ perceptions and self-reports, reinforcing the need for context-aware training. Full article

In the field of gender-based violence research, the social constructionist strand focuses on how stereotypes and discourses impact the psychological, socio-economical and sanitary levels of actors involved. Narratives of victims of intimate partner violence (IPV) often revolve around feelings such as shame, guilt and fear; these are related to emotion regulation. Considering this, narratives on how the roles of victims, but also offenders, are shaped are pivotal for clinical interventions. Considering gender-based violence as a product of human discursive interaction, this exploratory work investigates the terms used to describe these two roles and the ways in which those terms are conveyed. Ad hoc open-ended questionnaires were administered to 35 respondents from an Italian anti-violence centre, including IPV victims and offenders and healthcare experts. Their answers were analysed through MADIT (Methodology for the Analysis of Computerised Text Data), while the software IRaMuTeQ (version 0.7 alpha 2) was used for content analysis. Starting from the research question of “how do victims, offenders and experts groups narrate the roles of victim and offender”, the research hypothesis states that all three groups will adopt modalities that define the two roles into fixed and typical emotional categories. As anticipated, the results show that victims, offenders and experts depict both roles as immutable, categorising and judging the victims with words related with fear and self-guilt, while offenders are described with words related to anger and pathology. Lastly, we propose a framework for clinical intervention focused on fostering change towards a broader narrative to reduce the psychological impact of IPV events for victims, as well as modifying offenders’ violent behaviours. Full article

Sex education goes far beyond merely conveying biological facts; it encompasses the psychological, social, and cultural aspects of sexuality. A gender-sensitive approach to sex education for boys* aims to address their specific needs and challenges, critically reflect on hegemonic norms of masculinity, and develop alternative, non-toxic models of masculinity. This article explores the foundations and core elements of such a gender-sensitive sex education for boys*, considering theoretical concepts such as sexual socialization, hegemonic masculinity, and sexual scripts, as well as sexual health and rights for boys*. An intersectional perspective enables a nuanced analysis of the diverse social inequalities that shape boys’* sexual development. This paper argues for four key elements of gender-sensitive sex education for boys*: (1) empowerment and self-determination to strengthen boys* in their formation of sexual identity; (2) the development of alternative masculinities to challenge stereotypical gender constraints; (3) the promotion of gender justice by raising boys’* awareness of their societal responsibility; and (4) fostering critical competencies in dealing with media and social norms. These approaches contribute to establishing a holistic and inclusive form of sex education that acknowledges boys* in their diversity and helps create a more just society. Full article

Background/Objectives: This study aimed to (i) evaluate the effectiveness of the Familiarity and Spatial Cognitive Style Scale (FSCS) and the short Computerized Ecological Navigational Battery (LBS) in predicting navigational performance by comparing self-reported scores with actual results; (ii) investigate the FSCS’s potential as a screening tool for Developmental Topographical Disorientation (DTD), which affects about 3% of youth, focusing on early detection; and (iii) examine gender differences in self-reported data versus real-world performance to understand how stereotypes affect self-assessment. Methods: The study involved 185 college students (125 female), aged 18–35 years, who completed the FSCS and performed navigation tasks using a new version of the LBS. Participants’ performances were analysed using MAD-based z-scores to identify potential DTD cases, with scores below the fifth percentile flagged for further investigation. The relationship between self-reported abilities and actual performance was assessed through correlation analyses and robust linear regressions. Results: The SOD subscale of FSCS emerged as a comprehensive predictor of navigation performance, correlating significantly with accuracy across multiple tasks. The study identified a 5.42% prevalence of DTD using FSCS criteria, aligning with previous research, while LBS identified 11.96% of participants with navigational difficulties. Gender differences were observed in Survey Knowledge and Landmark Ordering tasks, with males showing higher performances. Only two participants were flagged as DTD cases by both assessment methods, suggesting they may evaluate distinct aspects of navigational ability. Conclusions: The findings validate FSCS as an initial screening tool for DTD while highlighting the need for comprehensive assessment using multiple tools. The study suggests the existence of at least two distinct forms of DTD: one affecting navigational memory (detectable by both FSCS and LBS) and another impacting perceptual navigation aspects (more readily identified by LBS). These results emphasise the importance of developing a detailed DTD taxonomy and implementing personalised interventions based on specific navigational challenges. Full article

This study examines the application of AI voice assistants in Chinese postpartum follow-up phone calls, with particular focus on how interaction design strategies influence users’ self-disclosure intention. A 2 (voice gender: female/male) × 3 (self-disclosure strategies: normal conversation without additional disclosure/objective factual disclosure/emotional and opinion-based disclosure) mixed experimental design (n = 395) was conducted to analyze how the gender and self-disclosure strategies of voice assistants affect users’ stereotypes (perceived warmth and competence), and how these stereotypes, mediated by privacy calculus dimensions (perceived risks and perceived benefits), influence self-disclosure intention. The experiment measured various indicators using a 7-point Likert scale and performed data analysis through analysis of variance (ANOVA) and structural equation modeling (SEM). The results demonstrate that female voice assistants significantly enhance users’ perceived warmth and competence, while emotional self-disclosure strategies significantly improve perceived warmth. Stereotypes about the voice assistant positively affect users’ self-disclosure intention through the mediating effects of perceived risk and benefit, with perceived benefit exerting a stronger effect than perceived risk. These findings provide valuable insights for the design and application of AI voice assistants in healthcare, offering actionable guidance for enhancing user interaction and promoting self-disclosure in medical contexts. Full article

This study addresses the persistence of patriarchal structures and the reproduction of traditional gender roles in rural settings. In particular, this research explores agritourism, an emerging sector of rural tourism that, while providing economic opportunities in rural areas, also ends up perpetuating female subordination. In response to this issue, the manifestation of symbolic gender-based violence in the field of agritourism was analyzed, and a reliable and validated psychometric measurement scale was developed. The instrument identified and quantified the specific dimensions of symbolic gender-based violence in this context. To meet these objectives, the Delphi Method was used asynchronously for the design of the questionnaire, and an exploratory factor analysis was applied with a sample of 299 participants to validate its internal structure. The results indicate the existence of a robust structure made up of six key factors: feminized entrepreneurship, occupational self-segregation, stereotyped roles, limited access to land, glass ceiling, and wage discrimination. These findings contribute to a deeper understanding of the symbolic mechanisms of gender-based violence in agritourism and offer an analytical tool for future research in the field of gender studies and rural tourism. Full article

The Swedish National Curriculum for Preschools states that “the environment in the preschool should inspire and challenge children to broaden their abilities and interests without being constrained by gender stereotyped perceptions”. The aim of a three-year research and development (R&D) project was to both analyse and recreate early childhood education and care (ECEC) units’ indoor spaces, aiming at creating an indoor educational environment that would be socially inclusive and norm-aware, and support preschools to fulfil their curricular assignment around gender equality. The aim of this article is to present a specific process for challenging the norms around certain indoor play places and spaces as well as pieces of furniture in ECEC settings that risk reproducing gender norms. This aim was achieved through a social semiotic multimodal gender analysis of so-called “kitchen furniture”, as a well-established, commonly occurring space in ECEC. The process of how this was challenged is presented in this article. A gender analysis of what affordances for play this kitchen-focused piece of furniture gives, and how it can be recreated, was conducted. The introduction of more inclusive furniture to the ECEC units, through creating and building a play trolley, could affect children’s play in a more inclusive way. The analysis addressed both this idea and teachers’ self-initiated move of the piece of furniture within the ECEC unit. The process was performed with a multidimensional perspective of understanding play as a combination of children’s meaning-making and the affordances of both relationships and the environment. Full article

Background: Social exclusion victimization among adolescents causes significant damage and harm to development and social balance. Many of the aggressions that lead to this are based on social stigmas, particularly related to physical appearance in school settings involving physical and sports activities. This study investigates the relationship between victimization through social exclusion (both manifest and subtle forms) and physical self-concept, specifically examining ability, attractiveness, physical condition, and strength. Methods: A total of 876 adolescents (mean age = 14.91; standard deviation = 1.71 years), evenly divided between boys and girls, from secondary schools in Andalusia, Spain participated. They completed a self-report questionnaire assessing physical abilities, attractiveness, physical condition, and self-perceived strength, alongside an instrument measuring experiences of social exclusion and manifest exclusion. Results: Our findings indicate that physical ability, attractiveness, and condition are negative statistical predictors of both manifest and subtle exclusion victimization, while self-perceived strength is a statistical predictor of subtle exclusion. Manifest exclusion impacts both genders similarly, but girls are more vulnerable to subtle forms of exclusion. Regardless of gender, physical ability and attractiveness significantly predict both types of exclusion. Conclusions: Our results highlight the importance of physical self-concept for wellbeing and maintaining self-concept balance. The inclusion of interventions addressing social exclusion in physical education is crucial, particularly those that work to mitigate social stigmas against adolescents who struggle in physical or sporting activities. A gender-sensitive approach should also be incorporated. The growing field of research on adolescent social exclusion, both manifest and subtle, underscores the need for further exploration of its links to physical condition, physical activity, self-perception, and societal stereotypes. Full article

Gender disparity within science, technology, engineering, and mathematics (STEM) fields is a persistent global issue, with women being consistently underrepresented. Recent research indicates that inquiry-based practices may enhance students’ interest in STEM careers and challenge gender-related STEM stereotypes. The aim of this study is to evaluate the impact of STEM inquiry-based learning activities on students’ interest in STEM careers, as well as on the social cognitive career theory (SCCT) dimensions (self-efficacy, personal goals, outcome expectations, interests, contextual support, and personal inputs), with a specific focus on gender. A quantitative approach was employed, whereby pre- and post-test measures were administered to a cohort of 190 Portuguese secondary school students, using the STEM Career Interest Survey. The results showed that, while the STEM inquiry-based learning activities did not alter the gender-based patterns of interest in STEM subjects and careers, they did contribute to a significant increase in students’ interest in these areas. It was found that these activities were particularly effective in promoting female students’ interest in STEM careers. A significant increase was observed in all SCCT dimensions, particularly in engineering, for female students. Additionally, no gender disparities were observed in self-efficacy in STEM areas. The results suggest that STEM inquiry-based learning activities are an effective approach to building students’ confidence in STEM fields and stimulating their interest in STEM careers. This study reinforces the importance of inquiry-based practices in promoting a more equitable STEM education landscape. Full article

Dating violence (DV) is a form of intentional abuse carried out in young couples, which over the years has increasingly gained attention for its pervasiveness and high frequency. The present study represents an effort to expand and deepen the literature on factors associated with DV perpetration. The sample consisted of 225 Italian young people who completed an online survey. A model was tested, in which DV perpetration is affected by the presence of gender stereotypes and personal values oriented to power and dominance (i.e., self-enhancement) and to universalism and interest in others (i.e., self-transcendence) through the mediation of the perception of the romantic relationship quality, controlling for age. Sex was also considered in the model. The findings showed that self-enhancement and self-transcendence were, respectively, linked positively and negatively to a negative perception of the relationship quality, which in turn explained DV perpetration. The results also suggested that hostile sexism, self-enhancement and being male were directly linked to DV perpetration, thus representing potential risk factors for it. The study suggests the importance of working on gender role beliefs and personal orientation to power, which guide the way people perceive their romantic relationships and behave toward their partners, providing interesting insights for the implementation of DV prevention programs. Moreover, the findings highlight the importance of working with families and other educational agencies to foster a change in cultural terms. Full article

This study investigates the impact of math-gender stereotypes on students’ academic performance using data from the China Education Panel Survey (CEPS), which surveyed nationally representative middle schools in China. Our sample comprises over 2000 seventh-grade students, with an average age of 13 and a standard deviation of 0.711. Among these students, 52.4% are male, and 47.6% are female. Employing a fixed effects model and instrumental variable, our findings are as follows. First, over half of the male students believe that boys are better at math than girls, and they also perceive that their parents and society hold the same belief. In contrast, fewer than half of the female students hold this belief or perception. Intriguingly, among these students, female math performance surpasses that of males. Second, stereotypes hinder female math performance, especially among low-achieving ones, while benefiting high-achieving male students. Finally, perceptions of societal stereotypes have the greatest effect on math performance, followed by self-stereotypes and perceptions of parental stereotypes. Understanding the implications of these findings highlights the importance of addressing math-gender stereotypes to promote equal participation and success for both genders in STEM fields. Full article

Gender gaps in spatial skills—a domain relevant to STEM jobs—have been hypothesized to contribute to women’s underrepresentation in STEM fields. To study emerging adults’ beliefs about skill sets and jobs, we asked college students (N = 300) about the relevance of spatial, mathematical, science and verbal skills for each of 82 jobs. Analyses of responses revealed four job clusters—quantitative, basic & applied science, spatial, and verbal. Students’ ratings of individual jobs and job clusters were similar to judgments of professional job analysts (O*NET). Both groups connected STEM jobs to science, math, and spatial skills. To investigate whether students’ interests in STEM and other jobs are related to their own self-concepts, beliefs about jobs, and spatial performance, we asked students in another sample (N = 292) to rate their self-concepts in various academic domains, rate personal interest in each of the 82 jobs, judge cultural gender stereotypes of those jobs, and complete a spatial task. Consistent with prior research, jobs judged to draw on math, science, or spatial skills were rated as more strongly culturally stereotyped for men than women; jobs judged to draw on verbal skills were more strongly culturally stereotyped for women than men. Structural equation modeling showed that for both women and men, spatial task scores directly (and indirectly through spatial self-concept) related to greater interest in the job cluster closest to the one O*NET labeled “STEM”. Findings suggest that pre-college interventions that improve spatial skills might be effective for increasing spatial self-concepts and the pursuit of STEM careers among students from traditionally under-represented groups, including women. Full article