engleski

The independent contributions of gender stereotypes and gender identification in predicting primary school pupils’ expectancies of success in STEM fields

Based on expectancy-value theory of achievement, this paper aims to examine the relative contributions of gender stereotype endorsement and gender identification on expectancies for success in STEM fields. In a sample of 880 Croatian primary school pupils of approximately 12 years of age, stereotyped beliefs about gender-appropriateness of STEM- related professions (stereotype endorsement) and self-perception as a typical representative of one’s gender (gender identification) were first assessed. Participants also reported their expectations for success in each of the STEM-related professions previously used for establishing stereotype endorsement. Stereotype endorsement and gender identification separately interacted with gender to predict expectancies for success in STEM-related professions. Higher levels of stereotype endorsement and gender identification fostered stereotype-consistent expectancies for success in STEM fields (higher expectancies for boys than for girls). Implications are discussed in terms of strategies to encourage girls to engage in STEM-related careers.

STEM ; expectations ; gender identification ; gender stereotypes

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