Investigating STEM interest, mathematics beliefs and gender stereotypes among pre-service early childhood educators

The underrepresentation of women in STEM is a pervasive issue. Despite evidence casting doubt on common-sense notions that males have superior ability in these domains, gender stereotype beliefs persist, and are highlighted as a barrier limiting female opportunities. Gender stereotype and ability beliefs emerge in early childhood and research has highlighted this as a promising period for the cultivation of positive STEM attitudes. This study investigated gender stereotype beliefs, mathematical self-concept and STEM attitudes among a sample of early childhood pre-service teachers (N = 74) to assess the existence of stereotype endorsements and predictive relationships with overall attitudes. Surveys utilising a series of pre-established scales, measuring gender stereotype bias, mathematical self-belief variables (self-efficacy, self-concept), and STEM attitudes, were distributed. Linear models reveal mathematics self-concept and gender stereotype endorsements as significant effects on participants’ overall attitudes. These data are discussed in light of implications for teachers, future practice and teacher education.