Do STEM Interventions Challenge Gender Stereotypes? A Critical Examination in Students' Perceptions

The declining interest in Science, Technology, Engineering, and Mathematics (STEM) careers among young students, particularly the persistent underrepresentation of women, has become a significant global concern. While earlier studies highlighted an achievement gap in mathematics and science between boys and girls, recent international assessments, such as PISA, suggest that this gap has largely closed. However, gender disparities in attitudes towards STEM careers and the persistence of stereotypes continue to impede gender equity in these fields. The primary school years appear to be a critical period for addressing these issues. This study investigates the impact of a targeted STEM intervention focused on modern physics on students' perceptions of science, attitudes towards STEM subjects, and the persistence of gender-related stereotypes. Preliminary findings suggest that the intervention significantly improved female students' self-efficacy in science and led to notable reductions in stereotypical beliefs about gender and STEM abilities.