#9171. School Connectedness and STEM Orientation in Adolescent Girls: The Role of Perceived Gender Discrimination and Implicit Gender-Science Stereotypes

October 2026publication date
Proposal available till 11-05-2025
4 total number of authors per manuscript5500 $

The title of the journal is available only for the authors who have already paid for
Journal’s subject area:
Gender Studies;
Social Psychology;
Developmental and Educational Psychology;
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Abstract:
Girls and women continue to be underrepresented in STEM fields (science, technology, engineering, and mathematics), and this underrepresentation has been partly attributed to gendered socialization processes early in life. One common feature of girls’ developmental years is the experience of gender discrimination, yet relatively few studies have examined how girls’ own experiences with gender discrimination may shape their connectedness to school and STEM. We examined the unique and interactive effects of girls’ subjective experiences with gender discrimination and implicit gender-science stereotypes on school connectedness and STEM orientation.
Keywords:
Achievement motivation; Gender discrimination; Gender stereotypes; Sexism; STEM

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