Patterns of interest and motivation for promoting female scientific identity in secondary education

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https://doi.org/10.25267/Rev_Eureka_ensen_divulg_cienc.2025.v22.i3.3301

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Vol. 22 No. 3 (2025): 22(3), november 2024
Science education today
3301
Published: 20-10-2025
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Abstract

The organisation of activities to raise the profile of female role models in the STEM sector is the primary strategy currently being used in formal and non-formal science education to reduce the gender gap in science from an early age. However, literature on the subject has demonstrated that such initiatives can be a double-edged sword and have the opposite effect where they fail to respond to diverse audience profiles. An evaluative diagnostic study focused on secondary school students is thus presented, which contributes to the characterisation of scientific identity patterns that favour the effectiveness of these initiatives. The results suggest the existence of two clearly gender-differentiated patterns in perception of equality in science, with girls being more aware of inequality than boys, particularly those at higher levels of secondary education.

Keywords

Gender gap in science Google Schoolar
Science education Google Schoolar
High school Google Schoolar
Science museums Google Schoolar
Female role models in science Google Schoolar

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A todos los/as integrantes del Servicio de Educación del Parque de las Ciencias por su colaboración en el desarrollo de los cuestionarios, así como el respaldo y apoyo a esta investigación.

How to Cite

López-Pérez, L., Poza-Vilches, F., Abarca-Álvarez, F. J., & Luis. (2025). Patterns of interest and motivation for promoting female scientific identity in secondary education. Revista Eureka Sobre Enseñanza Y Divulgación De Las Ciencias, 22(3), 3301. https://doi.org/10.25267/Rev_Eureka_ensen_divulg_cienc.2025.v22.i3.3301

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Copyright (c) 2025 Lourdes López-Pérez, Fátima Poza-Vilches, Francisco Javier Abarca-Álvarez, Luis Alcalá

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