If You Don’t See Inequality, You Cannot Teach Equality: What Is Missing in STEM Teachers’ Perceptions for an Equality Pedagogy in STEM Teaching?

Rosa Monteiro (), Lina Coelho, Fernanda Daniel, Inês Simões and Alexandre Gomes da Silva
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Rosa Monteiro: CES—Centre for Social Studies, FEUC—Faculty of Economics, University of Coimbra, 3004-512 Coimbra, Portugal
Lina Coelho: CES—Centre for Social Studies, FEUC—Faculty of Economics, University of Coimbra, 3004-512 Coimbra, Portugal
Fernanda Daniel: CIBB—Centre for Innovative Biomedicine and Biotechnology, ISMT—Miguel Torga Institute of Higher Education, 3000-132 Coimbra, Portugal
Inês Simões: CES—Centre for Social Studies, FEUC—Faculty of Economics, University of Coimbra, 3004-512 Coimbra, Portugal
Alexandre Gomes da Silva: ISCAC—Coimbra Business School, Polytechnic University of Coimbra, 3045-601 Coimbra, Portugal

Social Sciences, 2025, vol. 14, issue 9, 1-20

Abstract: This article explores how gender biases in STEM education persist despite formal commitments to equality. Based on data from the Erasmus+ project STEMGenderIN, we analyze responses from lower-secondary school teachers (ISCED 2; ages 11–15), of STEM subjects, in Portugal, Italy, Belgium, and Romania using the TPGESE scale, which assesses three dimensions: perceived gender equality in education (PGEE), the awareness of the effects of gender segregation (AEGSE), and the naturalization of gender stereotypes (GSNGI). Findings show a consistent gap between teachers declared support for gender equality and their limited awareness of structural and cultural barriers faced by girls in STEM. While most teachers affirm equality in principle, many attribute girls’ underrepresentation to personal choice or aptitude, overlooking the influence of stereotypes, social expectations, and systemic inequalities. The results point to a paradox: formal recognition of gender equality coexists with low engagement in reflexive practice or institutional change. Differences between countries suggest varying degrees of critical awareness, with some contexts showing greater openness to questioning dominant narratives. This study highlights the urgent need for teacher training that goes beyond rhetoric, promoting deep pedagogical transformation and equipping educators to create more inclusive STEM learning environments. We argue that addressing the perception–practice gap is essential to closing the gender gap in STEM. To situate these findings, we also note how national cultural–political debates—such as Portugal’s public controversy around so-called “gender ideology” in Citizenship and Development—may shape teachers’ perceptions and self-reports, reinforcing the need for context-aware training.

Keywords: equality pedagogy; teaching STEM; gender inequality in STEM; teachers; education (search for similar items in EconPapers)
JEL-codes: A B N P Y80 Z00 (search for similar items in EconPapers)
Date: 2025
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