Exploring Pre-Service STEM Teachers’ Capacity to Teach Using a Gender-Responsive Approach

Abstract

Teachers’ perceived efficacy of their ability to teach using a gender approach is key for future generations to become more gender-sensitive and respectful towards gender inequities. However, little is known about graduate training for gender-responsive STEM (science, technology, engineering, and mathematics) teaching. In this study, after exploring the measurement invariance across countries (Greece and Spain) and sexes (male and female) of the TEGEP (Teacher Self-Efficacy for Gender Equality Practice) scale, a total of 222 prospective secondary school STEM teachers (136 Greek, 86 Spanish) from seven public universities were surveyed. Results showed that (1) the TEGEP has acceptable measurement invariance across countries and among sexes allowing comparison between groups and (2) that Greek and Spanish STEM students finish their master studies without sufficient confidence in gender knowledge, skills, and attitudes to practice a gender-sensitive teaching. The ability to teach gender knowledge was significantly higher in Greek than in Spanish students (4.52 vs. 4.03), while the latter felt more competent than the Greek students in conveying values/attitudes in regard to gender (4.54 vs. 4.83). The study calls for reflection, and considering that gender mainstreaming in STEM is anecdotal and not aligned with existing curricula, seeks to raise awareness and institutional compromise in implementing a gender-responsive approach in STEM. The TEGEP could be utilized to assess and monitor the gender competencies required of graduates in order to provide a more equitable and gender-sensitive STEM education in Greece and Spain.