Teachers’ Perspectives on Gender Equity in STEM: Beliefs, Challenges, and Opportunities

Abstract

As the world rapidly digitizes, there is a growing emphasis on engaging young people, particularly girls, in STEM (Science, Technology, Engineering, and Mathematics) fields where they remain underrepresented. This study investigates the influence of primary and secondary school teachers on students’ STEM engagement within the Spanish education system, with a focus on gender equality. Using a descriptive correlational design, the research gathered responses from 664 teachers, revealing differences in beliefs and practices between primary and secondary educators regarding STEM promotion. The findings indicate that while primary teachers often emphasize career opportunities, secondary teachers focus on explaining STEM study content. Interestingly, only a minority of teachers (30-40%) report receiving gender equality training, underscoring a need for better teacher education in this area. The study also identifies key gender-related barriers, including stereotypes, lack of female role models, and limited STEM career visibility. These barriers are compounded by societal pressures, leading to fewer women in technology-related studies. The results call for education systems to enhance curricula with gender-sensitive practices and align primary and secondary teaching approaches to cultivate technological interest from an early age. Improved STEM training for teachers, as well as activities that promote female role models, can foster a supportive environment for girls. This study contributes to understanding the role of educators in shaping STEM aspirations and highlights the urgent need for systemic changes to address the gender gap in STEM fields.