How to fit identities? A systematic review about scientific education from a gender perspective
Desirée García-Durán, Alicia Fernández-Oliveras, Carolina Martín-Gámez
Source abstract
Addressing the gender gap in science, technology, engineering, and mathematics (STEM) education has become a critical focus in recent years, emphasizing the need for gender-sensitive teaching approaches from the early stages. We conducted a systematic literature review of studies published up to September 2022, focusing on methodological guidelines for incorporating a gender perspective in primary science and engineering education. A total of 104 articles were analyzed, identifying six emerging topics: the formation of student identity and their perceptions of scientific-engineering fields, students’ attitudes towards science and engineering, potential differences in science skills between girls and boys; emotional performance in learning scientific-engineering subjects, and factors influencing the non-election of scientific-engineering subjects and studies. The findings show that implementing activities based on engineering practices in primary education has great potential to enhance the interest, participation, and self-concept of students of both genders, thereby promoting diversity and addressing the gender gap in STEM fields.
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