“It doesn’t go with me” The influence of the design of STEM activities on the positioning of students in this field
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STEM, Equity, Gender, Secondary education, Non-formal education
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Abstract
In this article, differences in the perception of the impact on the stance on STEM of high school students who have participated in a STEM festival are analysed. As well, how different elements that can promote a positive stance on STEM, based also on the opinion of the participant boys and girls is also analysed. The data for the study was obtained from a questionnaire, which participating students answered at the end of the festival (N = 791). Students who identify themselves as boys acknowledged a more positive impact of the festival in improving their stance on STEM compared to other students, though other differences are also highlighted. The selection of the elements that would have promoted a positive stance on STEM by participant students reproduce the stereotypes associated with the hegemonic construction of gender identity (eg. more girls than boys valued gamified and group activities). However, significant differences are also observed within the same gender. These results suggest a need to develop a critical look at the elements that have been used in the STEM festival to promote the stance on STEM of participating students, as well as to recognize the need to explicitly introduce an inclusive gender perspective in any STEM educational activity that wants to be truly equitable.
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