Peruvian Context: How Gender Stereotypes Shape Motivation for STEM Studies

Iraola-Real I.; Carvalho C. · Interpersona (2025) · DOI: 10.5964/ij.728

Resumen

The current UNESCO and United Nations guidelines recommend gender equality as essential for inclusive societies. It is therefore necessary to address the effects of gender stereotypes in educational contexts. Faced with this problem, this article aims to analyse the relationship between gender stereotypes, motivation, self-efficacy, math anxiety and life satisfaction in Peruvian pre-university students aspiring to STEM careers. In Study 1 (N = 301), a scale on gender stereotypes in science and another on motivation to study engineering were adapted, obtaining adequate levels of confirmatory validity and reliability. In this way, the need for validated instruments according to the Peruvian pre-university context was addressed. Next, in Study 2 (N = 426), a hypothetical model was tested with a path analysis. The results showed women perceive a greater threat of gender identity, greater math anxiety, and feel less self-efficacious and less satisfied. Finally, identity threat predicted demotivation, math anxiety and low levels of life satisfaction.

Instituciones: Universidad de Ciencias y Humanidades