Bridging Gaps!

This research project explores gender disparities in STEM by analyzing the influence of emotional reactivity measured by galvanic skin responses, self-concept, and anxiety on the mathematical and spatial task performance of 303 primary school children. Girls exhibited higher maths and spatial anxiety, lower math self-concept, and less preference for STEM subjects, which were linked to poorer performance compared to boys. The study highlights the need for educational strategies to enhance self-concept and manage anxiety, particularly among girls, to improve their engagement and performance in STEM fields, countering stereotype threats and expanding their future career options.