An investigation of STEM Interest, Mathematics Beliefs and gender stereotypes among pre-service early childhood educators

The underrepresentation of women in STEM fields is a pervasive global issue. Despite evidence casting doubt on the preconceived notions that males outperform females in these domains, gender stereotype beliefs persist and have been highlighted as potential cultural barriers limiting females opportunities. Gender stereotype and ability beliefs emerge in early childhood and recent evidence has highlighted early childhood education as a promising period for the cultivation of positive STEM dispositions. This study investigated gender stereotype beliefs, mathematical self-concept and STEM attitudes among a sample of pre-service early childhood teachers (N = 74) to assess the existence of stereotype endorsements and predictive relationships with overall attitudes. Electronic surveys utilising a series of pre-established scales, measuring gender stereotype bias, mathematical self-belief variables (self-efficacy, self-concept), and interest in STEM, were distributed. Linear models reveal previous level of mathematical study at secondary school, mathematics self-concept and gender stereotype endorsements as significant effects on participants’ overall attitude to STEM. These data are discussed in light of implications for teachers, future practice and teacher education.