The influence of gender stereotypes on self-efficacy and mathematical anxiety in Peruvian students aspiring to STEM careers

Despite increasing global efforts to promote gender equity in education, gender stereotypes continue to pose significant barriers to female students’ engagement and achievement in mathematics, particularly within pathways leading to STEM careers. Prior studies have established the detrimental effects of such stereotypes, yet there remains a limited understanding of the mediating role these beliefs play in the relationship between mathematical self-efficacy and mathematics anxiety, especially among pre-university students in developing countries. Addressing this gap, the present study investigates the mediating influence of gender stereotypes on the link between self-efficacy and mathematics anxiety among Peruvian pre-university students pursuing STEM-related fields. A total of 304 participants (116 males and 188 females), aged 16 to 35, were drawn from science (n = 38), technology (n = 26), engineering (n = 142), and mathematics (n = 98) disciplines. Quantitative analyses revealed that female students reported significantly higher levels of perceived gender stereotype threat, lower mathematical self-efficacy, and elevated mathematics anxiety compared to their male counterparts. Mediation analysis further demonstrated that stereotype-induced identity threat undermines self-efficacy, thereby intensifying anxiety related to mathematics. However, the study acknowledges limitations, including gender and field imbalances within the sample and the limited scope of variables examined. These findings underscore the urgent need for educational interventions that address stereotype threats and foster equitable learning environments. The results contribute to the broader discourse on gender equity in mathematics education and inform strategies to support female students' sustained participation in STEM trajectories.