Introduction:
This paper examines the perceptions of early childhood, primary, and secondary school teachers in Spain regarding the existence of a gender gap in subjects related to STEAM (Science, Technology, Engineering, Arts, and Mathematics) disciplines. The main objective is to identify how teachers interpret these inequalities and to what extent they consider them to influence students' academic performance.
Method:
A descriptive study was conducted based on the collection and analysis of responses from teachers at different educational levels in Spain. The questionnaire addressed aspects related to the perception of gender stereotypes, student confidence and motivation in STEAM subjects, and the differential expectations and attitudes between girls and boys.
Results:
The results show that most teachers recognize the existence of perceptible gender differences from the early stages of education. These perceptions suggest that girls tend to show less confidence and motivation in subjects related to technology and engineering, while boys are perceived as more inclined to participate in them. This situation could be influencing future university and professional studies, contributing to the persistence of inequality in these traditionally masculinized STEAM fields.
Conclusions:
The study concludes by highlighting the need to delve deeper into the factors that create and sustain this gap, such as role models, implicit messages in the classroom, and the influence of the social and family environment. It also underscores the importance of designing and implementing pedagogical strategies that promote equal opportunities and spark interest in STEAM disciplines among all students from an early age.