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<p>Stereotypical views of STEM careers are major barriers to students choosing to engage with STEM subjects and careers, particularly for students who identify as female. Stereotypes include trait-based beliefs (e.g. people in STEM careers are geniuses, technology-obsessed), gender-based beliefs (e.g. males are more successful in STEM careers), and socio-economic status (SES)–based beliefs (e.g. upper-middle-class, well-educated families are better positioned to enter STEM careers). However, little is known about the differences between stereotypes in each STEM domain and the cultural factors that influence STEM stereotypes. This study describes students’ perceptions of careers within each individual STEM domain in terms of perceptions of traits, gender, and SES, and compares perceptions between students in Türkiye and Australia, two countries with significantly different distributions of genders within STEM professions. There was no significant difference between Australian and Turkish students regarding their beliefs about necessary traits for STEM careers. However, Australian students were more likely to believe that STEM careers were more accessible to higher SES families than Turkish students. Comparison of gendered views of STEM careers revealed biases about the suitability of these careers for males rather than females held by all Australian students, particularly males, and by Turkish males only.</p>

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Do Students Still Hold Stereotypical Views of STEM Careers? Comparison of Turkish and Australian Student Responses to a STEM Stereotypes Questionnaire

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2025年10月7日

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  • Felicity McLure,
  • Sevda Yerdelen-Damar,
  • Kübra Kaya,
  • Zeynep Aydin

摘要

Stereotypical views of STEM careers are major barriers to students choosing to engage with STEM subjects and careers, particularly for students who identify as female. Stereotypes include trait-based beliefs (e.g. people in STEM careers are geniuses, technology-obsessed), gender-based beliefs (e.g. males are more successful in STEM careers), and socio-economic status (SES)–based beliefs (e.g. upper-middle-class, well-educated families are better positioned to enter STEM careers). However, little is known about the differences between stereotypes in each STEM domain and the cultural factors that influence STEM stereotypes. This study describes students’ perceptions of careers within each individual STEM domain in terms of perceptions of traits, gender, and SES, and compares perceptions between students in Türkiye and Australia, two countries with significantly different distributions of genders within STEM professions. There was no significant difference between Australian and Turkish students regarding their beliefs about necessary traits for STEM careers. However, Australian students were more likely to believe that STEM careers were more accessible to higher SES families than Turkish students. Comparison of gendered views of STEM careers revealed biases about the suitability of these careers for males rather than females held by all Australian students, particularly males, and by Turkish males only.