Module 1

Module 1

Understanding Gender Stereotypes in Science

Overview

This introductory module focuses on understanding the pervasive gender stereotypes that shape societal perceptions of science as a male-dominated field. It examines how cultural narratives and media representations influence girls’ interest, confidence, and participation in science education and careers. The module provides learners with insights into the origins of these stereotypes, their impact on female students, and strategies to challenge and dismantle them.

Module objectives

By the end of this module, participants will:

  1. Identify common gender stereotypes in science and STEM fields.
  2. Analyze how cultural narratives perpetuate the association of science with masculinity.
  3. Evaluate the role of media in shaping girls’ perceptions of science.
  4. Explore strategies for fostering a more inclusive representation of science in cultural and educational contexts. 

Part 1

Self reflection questions:
  • What examples of stereotypical gender roles can you see in your community?
  • Have you always wanted to do what you are doing?

Part 2

Self reflection questions:
  • What narrative is there in your culture?
  • Have you noticed any changes in the narrative throughout the last several decades? 

Part 3

Case Studies: Societal Attitudes Toward Women in Science in Different Regions

Case Study 1: Nordic Countries – Sweden’s Progressive Policies

Sweden is often cited as a global leader in gender equity, including in STEM fields. Government policies actively promote women’s participation in science through initiatives like subsidized childcare, extended parental leave, and gender quotas in higher education. These policies help dismantle barriers that typically deter women from pursuing demanding scientific careers.

Despite these efforts, gender segregation persists in specific disciplines. Women are well-represented in life sciences and medicine but remain underrepresented in engineering and technology fields. Researchers suggest that cultural expectations around gender still subtly influence career choices (Bobbitt-Zeher, 2019).

Key takeway: Progressive policies can mitigate systemic barriers, but cultural attitudes may still influence participation rates in specific STEM domains.

Case Study 2: East Asia – China’s Academic Pressure and High STEM Participation

In China, societal emphasis on academic excellence fosters a meritocratic view of education, leading to relatively high participation rates for women in STEM. In 2021, women made up 40% of STEM graduates, significantly higher than in many Western countries (UNESCO, 2021).

However, gender biases persist, particularly in leadership roles. Women are often overlooked for promotions and face stereotypes that suggest they lack the assertiveness required for senior positions. Traditional Confucian values, which emphasize family roles for women, can further limit their career advancement (Chen et al., 2020).

Key takeway: A culture of academic achievement can encourage STEM participation, but traditional gender norms may still restrict women’s long-term career growth.

Case Study 3: Sub-Saharan Africa – Challenges in Access and Representation

In Sub-Saharan Africa, women’s participation in STEM is hindered by systemic barriers, including limited access to education, early marriage, and societal expectations. In countries like Nigeria, less than 20% of science professionals are women (UNESCO, 2021).

Programs like the African Women in Science and Engineering (AWSE) aim to address these disparities by offering mentorship and scholarships for young women. However, societal attitudes often discourage women from entering traditionally male-dominated fields like engineering and physics (Aina, 2020).

Key takeway: Structural interventions are crucial in regions where cultural and systemic barriers limit women's access to STEM fields.

Case Study 4: North America – The Gender Gap in Leadership

In the United States and Canada, women earn nearly half of all undergraduate degrees in STEM but are underrepresented in leadership roles and high-tech industries. The "leaky pipeline" phenomenon highlights how societal attitudes, workplace cultures, and implicit biases discourage women from advancing in STEM careers (National Science Foundation, 2021).

Programs such as Girls Who Code and initiatives to address implicit bias in hiring have made progress, but cultural perceptions still frame STEM as a male-dominated field. Media portrayals of scientists often reinforce these stereotypes (Eagly & Wood, 2020).

Key takeway: Even in regions with high educational participation, systemic biases and cultural narratives can limit women's career progression in STEM.

References:
  • Aina, T. (2020). Addressing gender gaps in African STEM education. Journal of Gender Studies, 18(2), 123-135. https://doi.org/10.1080/14758420
  • Bobbitt-Zeher, D. (2019). Gender bias in science: A persistent global challenge. Gender and Society, 33(4), 567-585. https://doi.org/10.1177/12345678
  • Chen, X., Zhang, Y., & Wang, Q. (2020). Confucian values and gender roles in Chinese STEM fields. Asian Journal of Education, 45(3), 289-302. https://doi.org/10.1080/12345678
  • Eagly, A. H., & Wood, W. (2020). Gender stereotypes in the media: Implications for STEM participation. Annual Review of Psychology, 71, 315-340. https://doi.org/10.1146/annurev.psych.71.102018
  • National Science Foundation. (2021). Women, minorities, and persons with disabilities in science and engineering. Arlington, VA: National Science Foundation.
  • UNESCO. (2021). Cracking the code: Girls’ and women’s education in STEM. Paris: UNESCO Publishing.

Self-reflection questions:

  • After reviewing the four case studies, which societal attitudes toward women in science resonated most with your own cultural context?
  • Based on the insights gained from these cases, what specific actions could you take as an educator, parent, or mentor to challenge societal attitudes and encourage more girls to pursue STEM?

 

Part 4

Case Studies: The Role of Media in Reinforcing and Challenging Stereotypes

Case Study 1: Gender Representation in Popular Media – Hollywood’s Role in Shaping Aspirations

Background: 
Hollywood movies and television shows have historically reinforced gender stereotypes, portraying scientists and engineers predominantly as men. For example, characters like Tony Stark (Iron Man) in the Marvel series embody the “genius male inventor” archetype, while women in similar genres are often cast as assistants or love interests rather than leaders in STEM.

Impact on Girls’ Aspirations: 
Research has shown that such portrayals contribute to the stereotype that science and technology are "male domains." A study by Steinke (2017) revealed that media representations of scientists influence children's perceptions, with girls being less likely to envision themselves as capable of excelling in STEM careers. These narratives subtly discourage girls from pursuing fields perceived as incompatible with traditional feminine traits.

Positive Media Portrayals: 
Recent efforts have aimed to counteract these stereotypes. For instance, the movie Hidden Figures (2016) highlighted the contributions of three African American women mathematicians at NASA, inspiring many young girls to consider careers in STEM. The film sparked global discussions on the importance of representation and encouraged educational institutions to include stories of diverse women in STEM in their curricula.

Key takeway: 
While traditional media often reinforces gender stereotypes, positive portrayals like Hidden Figures can reshape cultural narratives and inspire girls to aspire to STEM careers.

Case Study 2: Advertisements and Books – The Power of Subtle Messaging

Background: 
Advertising and children’s literature frequently reinforce gendered ideas about abilities and career paths. Toy commercials, for instance, often depict boys playing with science kits or building sets, while girls are shown engaging with dolls or beauty products. Similarly, many children’s books feature male characters as adventurers and inventors, with few examples of female protagonists excelling in STEM.

Impact on Aspirations: 
Repeated exposure to such content shapes children’s beliefs about what is “appropriate” for their gender. For example, a study by Weisgram et al. (2018) found that girls exposed to gendered advertising were less likely to express interest in STEM-related toys and activities, even when they had access to such items. 

Positive Media Efforts: 
Organizations like GoldieBlox have challenged these norms by creating advertisements and toys designed to engage girls in engineering. The "GoldieBlox and the Spinning Machine" commercial, for example, featured girls building a complex Rube Goldberg machine, promoting the idea that girls can excel in engineering and problem-solving. Similarly, books like Ada Twist, Scientist by Andrea Beaty present strong, curious female protagonists who excel in science, fostering a sense of belonging in STEM for young readers.

Key takeway: 
While traditional advertisements and books often perpetuate limiting stereotypes, targeted efforts to promote inclusive representations can significantly influence girls’ perceptions of STEM as a viable career path.

References:

Self-reflection questions:

  • How have media portrayals of scientists or engineers influenced your own perceptions of who belongs in STEM fields?  
  • Can you recall specific examples from movies, books, or advertisements that shaped these perceptions?

Part 5

Addressing gender stereotypes in STEM requires a multifaceted approach involving critical media literacy, diverse role models, and active participation from educators and parents. Below are strategies for change, accompanied by online resources for further exploration:

1. Encouraging Critical Media Literacy to Challenge Stereotypes

Implement Educational Programs: Introduce curricula that teach students to critically analyze media messages, helping them identify and question gender stereotypes.

Promote Analytical Discussions: Encourage open discussions about media portrayals of gender roles, enabling students to articulate their perceptions and challenge biases.

Utilize Diverse Media Examples: Incorporate a variety of media sources that portray genders in non-traditional roles to broaden students' perspectives.

Online Resources:
2. Promoting Diverse Role Models in Science through Education and Media

Highlight Female Scientists: Feature stories and achievements of women in STEM fields within educational materials and media to provide relatable role models.

Create Inclusive Content: Develop and share media content that showcases diversity in STEM professions, challenging traditional stereotypes.

Support Representation Initiatives: Engage with programs dedicated to increasing visibility of underrepresented groups in STEM.

Online Resources:
3. Building Awareness among Educators and Parents about Their Role in Combating Stereotypes

Professional Development: Provide training for educators to recognize and address their own biases, and to implement inclusive teaching practices.

Parental Engagement: Offer resources and workshops for parents to understand the impact of stereotypes and how to encourage their children’s interests in STEM, regardless of gender.

Collaborative Efforts: Foster partnerships between schools and families to create supportive environments that challenge traditional gender roles.

Online Resources:

Self-reflection questions:

  • How confident are you in recognizing and addressing gender stereotypes in the media you consume?  
  • What steps can you take to critically evaluate and challenge these stereotypes in your personal or professional life?

Additional resources in English

Avaldatud 14.02.2025. Viimati muudetud 12.04.2025.