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<p>There are large gender disparities in the STEM fields (Science, Technology, Engineering, Mathematics). Teachers’ gender stereotypes might be one important factor in this context.</p><p>In two sequential studies in Germany, we assessed (prospective) elementary school teachers’ stereotypical expectations regarding students’ competencies in different STEM domains (math, natural sciences, engineering, computer science). Study&#xa0;1 included 43&#xa0;elementary school teachers, Study&#xa0;2 included 85 elementary school teachers and 174 pre-service teachers.</p><p>In both studies, we found that teachers expected lower competencies for girls than for boys. These gender differences were more pronounced for the fields of engineering and computer science than for math and natural sciences. In Study&#xa0;2, we replicated the findings from Study&#xa0;1 in a&#xa0;larger sample and included in-service teachers as well as pre-service teachers. Interestingly, the stereotypical expectations were stronger for pre-service teachers than for in-service teachers. Thus, teacher training should raise awareness of potential gender-related stereotypes to challenge teachers’ stereotypes even before they start teaching at schools.</p>

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Teachers’ and pre-service teachers’ (stereotypical) expectations regarding children’s competencies in different STEM fields

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2025年10月12日

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  • Katharina Fink,
  • Hanna Weiß,
  • Luke McGuire,
  • Kelly Lynn Mulvey,
  • Hanna Beißert

摘要

There are large gender disparities in the STEM fields (Science, Technology, Engineering, Mathematics). Teachers’ gender stereotypes might be one important factor in this context.

In two sequential studies in Germany, we assessed (prospective) elementary school teachers’ stereotypical expectations regarding students’ competencies in different STEM domains (math, natural sciences, engineering, computer science). Study 1 included 43 elementary school teachers, Study 2 included 85 elementary school teachers and 174 pre-service teachers.

In both studies, we found that teachers expected lower competencies for girls than for boys. These gender differences were more pronounced for the fields of engineering and computer science than for math and natural sciences. In Study 2, we replicated the findings from Study 1 in a larger sample and included in-service teachers as well as pre-service teachers. Interestingly, the stereotypical expectations were stronger for pre-service teachers than for in-service teachers. Thus, teacher training should raise awareness of potential gender-related stereotypes to challenge teachers’ stereotypes even before they start teaching at schools.