2018-1-PT01-KA201-047422

JOINT REPORT TEACHERS INTERVIEWS E-STEAM

Gender sensitive Interview

O1 – Identifying gender stereotypes and unconscious biases in Education using collaborative methods

MAIN CONCLUSSIONS

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ContentContent........................................................................................................................... 21. Introduction..............................................................................................................42. Results of interviews................................................................................................4

1.1. Characteristics of STEAM people........................................................................41.2. Boys and girls fit in STEAM?...............................................................................51.3. Different motivations in boys and girls?.............................................................71.4. Innate talent in boys and girls for STEAM?.........................................................81.5. Differences in achievement in boys and girls? STEAM.....................................101.6. Differences in how boys and girls perceive their skills/abilities in STEAM?......111.7. Last answer is related to the career they choose?...........................................131.8. Have you received training in gender?............................................................131.9. Dominan gender stereotypes in STEAM in classroms?.....................................141.10. How stereotypes are expressed?..................................................................151.11. Ages and disciplines that are more or less appropriate to challenge stereotypes...............................................................................................................161.12. Do you introduce topic to students?.............................................................161.13. How have you introduced the topic?............................................................171.15. It is important to introduce women models in STEAM?.................................181.16. Are you using role models in STEAM?...........................................................181.17. Inclusive language when teaching................................................................191.18. Other teaching practices aim to avoid stereotypes?.....................................191.19. Center is concerned about fighting stereotypes?.........................................20

3. Conclusiones..........................................................................................................20

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(Bulgaria)Participants:Woman, 60 years, Teacher of ChemistryWoman, 50 year, Teacher of Information and TechnologyWoman, 62 years, Deputy principal, Teacher of Tecnology and EntreprenourshipWoman, 34, Teacher of Mathematics and Physics.

Ro_UDCParticipants:Woman, 45 years, Professor of UniversityWoman, 45, Teacher of UniversityWoman, 32, Teacher in Primary-DirectorWoman, 43, Professor of UniversityWoman, 47, Professor of UniversityWoman, 45, PhD LecturerMan, 56, Expert trainning

(Ro_Prof)Participants:Woman, Teacher of ICT (Information and Technology).Woman, Teacher of Mathematics.Woman, Teacher Trainer of ChemistryWoman, Assistant Professor PhD in Economics.Man, Psychologist

(Greece)Participants: Woman, 25 years, Nursery GovernessWoman, 24 years, Nursery GovernessWoman, 41, kindergarten teacherWoman, 50 years, kindergarten teacherWoman, 26 years, kindergarten teacherWoman, 26 years, Statistics teacherWoman, 36 years, Maths teacherMan, 40 years, Maths teacher

(Portugal)Participants: Woman, 51 years, Geography teacherWoman, 48 years, Physical and Chemical teacherWoman, 38, Natural Science teacherWoman, 48, Art teacherMan, 51, Psychical and Chemical teacherMan, 38, Mathematics teacher

(Spain)Participants: Woman, 51, Computer TeacherWoman, 49, Biology and Geology TeacherWoman, 55, Physical and Chemistry TeacherMan, 44, Chemistry TeacherMan, 43, Computer TeacherMan, Mathematics Teacher

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1. IntroductionThe aims of these sensitive gender interviews workshops were:

To provide a model describing stereotyped attitudes in School Education To help to prepare co-design activities (O1A3) and to develop the self-

evaluating questionnaire on the platform and the recommendation engine (O3)

It’s up to you to explore other topics that you may consider useful for O2, O3, O4 and O5.

2. Results of interviewsThe 51 interviews made to teachers have been analysed through statistical

analysis but mainly through discursive analysis (one of the most important methodology used in the qualitative research approach).

The results to every question gave from every teacher, have been put together in order to analyse them deeply (from quantitative and qualitative perspective).

Thanks to that, we present the results of 51 interviews to teachers match up in each of the 20 questions that formed every interview.

1.1. Characteristics of STEAM peopleIt is so important to understand what are the stereotypes of teachers that they

“project” in their students through their “symbolic-imaginary world-images-examples-sentences, etc”.

As we can see at the figure 1, “organized”, “talent”, ”Intelligent”, practical, “open-minded”, talented and workalcoholics are the shared main characteristics of STEAM people.

So, that are the stereotypes that teachers usually have about a person who has a brilliant STEAM career.

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Figure 1: Word-cloud of what teachers think about people good at STEAM career.

1.2. Boys and girls fit in STEAM?If we go further, it is important to know if those characteristics (figure 1) belong to

“boys”, “girls” or “both”, if boys and girls usually have/show it.As we can see at Figure 2, 67% of teachers think that boys as well as girls fit in

STEAM careers.

Boys30%

Girls3%

Both67%

Who fit in STEAM careers?

Figure 2: Teachers’ opinions about If girls or boys fit in STEAM careers.

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After last results, it is important to look at those teachers who don’t think girls could fit on STEAM careers: Why do teachers think like that?

As we can see at figure 3, “Cultural socialization” is the main cause shared between teachers (who think that girls don’t fit on STEAM careers).

Also is interesting to take into account that the answer: “Girls think they don’t fit”. It is important because they have noticed that there is an internalization in girls from the gender stereotypes.

Nevertheless, also we can find teachers’ answers related to biological causes or boy’s skills as causes of girls’ don’t fit on STEAM careers.

To sum up, teachers who don’t think that girls can fit in STEAM careers can be divided in two groups:

-Those who think that is because of cultural socialization and related with that because the girls’ internalization of this gender stereotype.

- Those who think that there are biological causes that do not allow girls to fit on STEAM.

Boys'

skills

Girls t

hink t

hey d

on't

fit

Cultur

al so

cializ

ation

Biolog

ical c

ause

s 0

0.51

1.52

2.53

3.5

Why boys fit better in STEAM careers?

Figure 3: Teachers’ opinions about why boys fit better in STEAM careers?

1.3.Different motivations in boys and girls?

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When we ask to teachers if boys and girls have different motivations to STEAM career, they think that they have it.

The results of figure 4 show that 74% of teachers interviewed think that girls and boys have different motivations.

As we can see at figure 5, teachers think that girls’ motivation are related to “family-caring” mainly.

Besides that, it is important to emphasize that teachers think that girls are aware about their problems they are going to face if they choose to have a STEAM career.

The majority of teachers think that the cause is basically related to socialization (if girls think they don’t fit is also because socialization process).

Yes74%

No26%

Different motivations in girls and boys?

Figure 4: Teachers’ opinions about if there Is different motivation in girls and boys?

Secu

re-ca

reer

Emot

ional-

Family

carin

g

Less

-mot

ivatio

ns-ca

reer

Girls r

ealis

e pro

blems i

n STEAM

care

er

Acco

rding

-gend

er-ro

les

Mor

e-har

dwor

king0

2

4

6

Girls' motivations

Figure 5: Girls motivation according to teachers.

If we pay attention to figure 6, teachers think that boys have motivation to STEAM, to experimentation, to ambitions.

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It is quite clear that the boys show very similar motivations that teachers think STEAM people has.

Analy

sis

Prag

matism

Solve

-prob

lems-

orien

ted

Ambit

ion

STEA

M

Proje

cts-w

ork

Expe

rimen

tatio

n0

0.5

1

1.5

2

2.5

Boys' motivations

Figure 6: Boys motivations according to teachers.

1.4. Innate talent in boys and girls for STEAM?It is important to know if teachers think that boys and girls have different innate

talent. As figure 7 show, majority of them they do not think so, but 37 per cent of

teachers think that there is an innate talent for STEAM careers.

Yes37%

No63%

Innate talent in boys and girls for STEAM?

Figure 7: Teachers’ opinions about if there Is innate talent in boys and girls for STEAM

What kind of innate talent for STEAM careers have boys and girls different?When we ask to teachers (to 37% of teachers that believe boys and girls have

different talents) about different talents that boys and girls have, they answer that boys have innate talent to STEAM (engineering and technology skills as innate).

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Figure 8: Teachers’ opinions about boys innate talent for STEAM

We ask to the same teachers about girls innate talent, and we can see at figure 9 that girls have talent to art but basically to be hard-working, to be creative and more diligent.

Figure 9: Teachers’ opinions about girls innate talent for STEAM

Girls’ skills are related to art-humanities or with being a hard-worker.

Results show that teachers who think that there are innate differences, consider that boys have innate skills but girls have creative and are hard-working (as a “redress-compensating” way to face their lack of STEAM skills).

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1.5. Differences in achievement in boys and girls? STEAM

Yes62%

No38%

Differences en STEAM-achievements between girls and boys?

Figure 10: Teachers’ opinions about different achievement in STEAM in boys and girls.

It is important to light on how teachers still thinking of stereotypes: Girls as hard-workers and boys as who has STEAM skills.

As we see in figure 11, “hard-working” is the most common word that teachers are using to talk about girls.

Also, we can see how “emotional dimensión” appears as an important skill/abilitie related to girls.

Figure 11: Teachers’ opinions about Girls’ achievements.

On the other hand, in figure 12, we see that teachers just use two words in order to explain the differences that boys show: “STEAM-skills” and “careless”.

We can see that even boys have the stereotype to be careles, it is not really important because “they have the STEAM skills”.

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STEAM-skills80%

Careless20%

Boys'achivement in STEAM careers

Figure 12: Teachers’ opinions about Boys’ achievements.

We must pay attention to these teachers’ stereotypes because our goals is to light those and the influence of them on girls-boys consideration of themselves.

1.6.Differences in how boys and girls perceive their skills/abilities in STEAM?

It is interesting to see that the majority of teachers consider that boys and girls have a different perception of their skills/abilities (Figure 13).

Yes60%

No40%

Are there differences in how boys and girls perceive their skills/abilities in STEAM?

Figure 13: Teachers’ opinions about differences between how boys and girls perceive their skills/abilities in STEAM?

As we ask teachers about how girls perceive themselves in a STEAM career, it is very interesting to see that “lack of confidence” and “low self-esteem” are the main causes that explain why girls think they don’t fit in STEAM careers (figure 14).

So, after these results, we can explain why teachers (majority of them) even they don’t think there are differences in innate skills, they are pretty sure that girls have a lower perception of their abilities-skills for STEAM.

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Hones

ty,

Lear

ning b

y hea

rt

Under

estim

ate-sk

ills

Hard-w

orkin

g

perse

vera

nce

Respo

nsab

ility

Low-se

lfeste

em

Don't f

eel in

tellig

ent e

noug

ht

lack-c

onfide

nt

Silen

ts Stay

-behin

d

prov

e-wor

thine

ss 0

0.5

1

1.5

2

2.5

How do girls perceive themselves at STEAM?

Figure 14: What teachers think that girls perceive themselves at STEAM career.Nevertheless, teachers are pretty sure that boys are oriented to challenge and to

success but they are less patience.Patience is like an attribute that girls usually have in order to balance/counteract

their lack of abilities or their perception to have less STEAM skills than boys.

Neglec

t the

ir sk

ills

Scien

tist-o

rient

ation

Cold-b

lood

Decisi

on-m

akin

g

Overe

stimat

e-sk

ills

Prag

mat

ic

Carele

ss

Challe

nge-o

rient

ation

Less-p

atien

ts

Bette

r eng

ineer

s

Succ

ess-o

rient

ed

Succ

ess-o

rient

ed 0

0.5

1

1.5

2

2.5

How boys perceive themselves in STEAM careers?

Axis Title

Figure 15: What teachers think that boys perceive themselves at STEAM career.

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1.7. Last answer is related to the career they choose?

Once teachers show up that girls have a lower self-steem and more lack of confidence than boys, we were interested on discover if there were a link between girls’ thought and the career they choose.

As we can see at figure 16, the great majority of teachers think that girls take the decision about their career based on their lack of confidence in their skills.

73%

23%

4%

Do girls and boys choose their career based on their ski-lls' perception?

Yes No Maybe

Figure 16: If teachers think that girls and boys choose their careers based on their skills’ perception.

1.8. Have you received training in gender?

No79%

Yes21%

Have you received training in gender?

Figure 17: Training gender received by teachers.

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1.9. Dominan gender stereotypes in STEAM in classroms?

Yes64%

No36%

Are there dominan gender stereotypes in STEAM in classroms?

Figure 18: Domain gender stereotypes in STEAM in classrooms according to teachers.

LIST OF STEREOTYPES THAT TEACHERS THINK STILL INFLUENCE/AFFECT CLASSROOMS

girls spend more time learning but boys achieve better with less efforts

girls tend to be more thoughtful when they have to make some decision, boys tend to be more impulsive

Female- sensitive; Male- powerfullGirls need to be helped/ rescued/to fill task

Boys are curious, playing ball and cars, girls are concernel about physical appearance

boys are better at math, physics, technology than girls, girls are better than boys in human sciences

Girls are quieter, boys are the source of most discipline problems. Outside the hours, the girls are getting lighter loads than boys

More organized girls, more creative and restless boys

The girls are not interested in steam Boys really like games or challenges.

. Stereotypes are mostly occupational , ‘cooking pot wives’

Men are pres ented exclusively as aviators, lumberjacks orcarpenters.”

Yes, stereotypes that link "STEAM- Computer Engineering - Masculinity"

Usually, science achievement are related to masculinity and men.

Figure 19: Stereotypes that teacher think they are operating in classrooms.

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1.10. How stereotypes are expressed?

The majority of teachers have showed up the relevance of handbooks in the maintenance of gender stereotypes in STEAM.

Also, in the results we can see that there still the gender stereotypes through the way in which boys and girls develop their learning practices: They have different ways to learn and to work and in those practices keep gender stereotypes.

Teachers think that girls and boys have different ways to learn, to do homework, to develop their skills (in a way).

Thro

ugh bo

ys-gi

rls ac

hieve

ments

Thro

ugh boy

s-girl

s lea

rning p

racti

ces

Thro

ugh boy

s-girl

s cha

racte

rs

Thro

ugh boy

s-girl

s self

-estee

m

Thro

ugh th

eir to

ys-play

s

Thro

ugh th

e han

dboo

ks

Thro

ugh th

e tea

ching p

racti

ces

Thro

ugh su

blimina

l tea

cher

mes

sage

s

Thro

ugh fa

milies v

alues

and s

tereo

types

Thro

ugh so

ciety'

s gen

der s

tereo

types

0

2

4

6

8

How stereotypes are expressed?

Figure 20: How teachers think that gender stereotypes are expressed.

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1.11. Ages and disciplines that are more or less appropriate to challenge stereotypes

High sc

hool

Lang

uage

Primary

shcoo

l

In Biolo

gy, Che

mistry,

Psych

is

Etchis

, Philo

sophy

Socia

l Psyc

holog

y

Transd

iscipl

inary

appro

ach

Teach

er app

roach

Family

factor

s

Kinderg

arden

0

2

4

6

8

Ages and disciplines that are more or less appropria-te to challenge stereotypes

Axis Title

Figure 21: Teachers’ opinions about ages and disciplines more or less appropriate to challenge stereotypes

1.12. Do you introduce topic to students?

Yes74%

No26%

Do you introduce topic to students?

Figure 22: How teachers introduce gender-equality topic to students.

1.13. How have you introduced the topic?

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Show

ing re

al mod

els

Show

ing w

omen

's STEAM ac

hieve

ments

To intr

oduc

e gen

der e

quali

ty mes

sage

s

Sex e

duca

tion

Teac

hing e

quali

ty an

d righ

ts

No tim

e ava

laible

To en

cour

age g

irls

Inclus

ive la

ngua

ge

Not ne

eded

01234

How do you introduce gender-equality in STEAM subjects?

Figure 23: How teachers introduce gender-equality in STEAM subjects.

1.14. If you have not… why?

I do not discuss with the studenta

40%

It is not necessary

20%

There is no time.40%

Why do not challenge/change gender-stereotypes

Figure 24: Why teachers do not challenge gender stereotypes.

1.15. It is important to introduce women models in STEAM?

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Yes75%

No22%

Maybe3%

It is important to introduce women models in STEAM?

Figure 25: Teachers’ opinions about introducing women models in STEAM.

1.16. Are you using role models in STEAM?

Yes60%

No40%

Are you using role models in STEAM?

Figure 26: Teachers that are using role models in STEAM

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1.17. Inclusive language when teaching

Yes65%

No35%

Do you introduce inclusive lan-guage when you teaching?

Figure 27: If teachers are introducing inclusive language

1.18. Other teaching practices aim to avoid stereotypes?

Trea

t the

m equa

lly

Parti

cipati

ve m

ethod

ologie

s

Posit

ive in

terac

tion w

ith st

uden

ts

Exam

ples o

f goo

d pra

ctice

s wom

en-m

en

Avoid

ing st

ereo

types

Inclus

ive m

ethod

ology

Thro

ugh d

iscus

sions

with

stud

ents

Teac

hing p

racti

ces a

gains

t ster

eotyp

es

Enco

urag

ing gi

rls to

parti

cipate

00.5

11.5

22.5

Other teaching practices aim to avoid stereotypes?

Figure 28: Teachers’ practices to avoid stereotypes

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1.19. Center is concerned about fighting stereotypes?

Yes70%

No30%

Center is concerned about fighting stereotypes?

Figure 21: Teachers’ opinions about if centre is concerned or not about fighting gender stereotypes.

3. ConclusionesWe must pay attention to these teachers’ stereotypes (related to STEAM)

because our goal is to light those and to know the influence of them on girls-boys consideration of themselves.

Mainly, we have found these gender-stereotypes related to STEAM differences between girls-boys.

Teachers think that girls’ motivations are related to “family-caring and societal-caring” mainly.

It is quite clear that the boys show as similar motivations as teachers think that STEAM people has.

Majority of teachers do not think that the differences in motivation depends on innate skills but there is a 37% of teachers that they think so: They still thinking in traditional gender –stereotypes to girls (art, hard-working, responsible) and boys (technology and engineering skills).

It is important to light on how teachers still thinking of gender-stereotypes when they reflect about what happen in STEAM subjects: They see girls as hard-workers and boys as who has STEAM skills.

Nevertheless, teachers are pretty sure that boys are oriented to challenge and to success but they are less patient.

Patience is like an attribute that girls usually have in order to balance/counteract their lack of abilities or their perception to have less STEAM skills than boys.

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The majority of teachers think that girls take the decision about their career based on their lack of confidence in their skills.

Our results reinforce the “Fieldspecific ability beliefs (FAB) Theory” related to gender-stereotypes: Theory postulates that there are persuasive stereotypes that link men but not women with intellectual talent, teachers perpetuate female underrepresentation by transmitting to students in earlier stages of education their beliefs about how much intellectual talent is required for success in each academic field.

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