Scholarlink

<p>Gender disparities in STEM fields persist worldwide, particularly in Latin America, where sociocultural barriers and gender stereotypes continue to shape academic participation. This study examined how perceived prejudice, gender stereotype consciousness, stereotype threat, and math anxiety relate to students’ engagement in STEM. Using multi-group structural equation modeling, data were collected from 550 undergraduate students from public and private universities in Lima, Peru. Links among perceived prejudice, gender stereotype consciousness, stereotype threat, three facets of math anxiety (tests, numerical tasks, courses), and cognitive, behavioral, and emotional engagement were examined, and gender differences were explored through multigroup analyses. The model showed good fit and met configural, metric, scalar, and strict invariance, enabling comparisons between men and women. Gender specific patterns were observed. Among women, gender stereotype consciousness was positively associated with math test and math course anxiety, and math course anxiety negatively predicted cognitive engagement. Among men, stereotype threat was positively associated with math test anxiety and with numerical task anxiety. In turn, math test anxiety related positively, and numerical task anxiety related negatively to behavioral and emotional engagement. The findings highlight the complex and differing STEM experiences based on gender, suggesting the importance of developing gender-sensitive interventions that address stereotype-related processes and math anxiety to foster equitable participation and sustained engagement in STEM. Future research should examine longitudinal pathways and contextual moderators to better understand how these dynamics evolve across academic trajectories.</p>

错误：搜索内容不能为空，请输入英文关键词
错误：关键词超出字数限制，请精简
高级检索

Social Factors and Engagement in STEM Careers: A Gender-Based Multigroup Model with Peruvian Students

  • 期刊论文

  • 出版模式：

    开放获取

  • 发表日期：

    2026年7月11日

查看全文
  • Carla Yacsahuache,
  • Ricardo Navarro

摘要

Gender disparities in STEM fields persist worldwide, particularly in Latin America, where sociocultural barriers and gender stereotypes continue to shape academic participation. This study examined how perceived prejudice, gender stereotype consciousness, stereotype threat, and math anxiety relate to students’ engagement in STEM. Using multi-group structural equation modeling, data were collected from 550 undergraduate students from public and private universities in Lima, Peru. Links among perceived prejudice, gender stereotype consciousness, stereotype threat, three facets of math anxiety (tests, numerical tasks, courses), and cognitive, behavioral, and emotional engagement were examined, and gender differences were explored through multigroup analyses. The model showed good fit and met configural, metric, scalar, and strict invariance, enabling comparisons between men and women. Gender specific patterns were observed. Among women, gender stereotype consciousness was positively associated with math test and math course anxiety, and math course anxiety negatively predicted cognitive engagement. Among men, stereotype threat was positively associated with math test anxiety and with numerical task anxiety. In turn, math test anxiety related positively, and numerical task anxiety related negatively to behavioral and emotional engagement. The findings highlight the complex and differing STEM experiences based on gender, suggesting the importance of developing gender-sensitive interventions that address stereotype-related processes and math anxiety to foster equitable participation and sustained engagement in STEM. Future research should examine longitudinal pathways and contextual moderators to better understand how these dynamics evolve across academic trajectories.