Development and validation of a STEM stereotype scale in Turkish and English

Sevda Yerdelen-Damar, Felicity McLure, Zeynep Aydin, Kübra Kaya

Research output: Contribution to journalArticlepeer-review

Abstract

Background: Students’ low interest and the underrepresentation of females and individuals from lower socioeconomic status (SES) in STEM fields are two challenges for many countries worldwide. However, the underrepresentation of females and lower SES groups is inconsistent across four STEM disciplines. Stereotype students hold about STEM-related fields and careers play a significant role in their STEM career interests. Therefore, probing students’ stereotypes across four STEM fields are vital in understanding how to challenge them with relevant interventions. Purpose: This study aims to develop and validate a scale that can reveal stereotypes of students across four STEM disciplines. Sample: The study sample included 724 (390 females, 334 males, Grades 6 to 8) in four public middle schools in Türkiye and 280 students (144 females, 136 males) in three independent middle schools in Australia. Design and methods: The scale structure and choice of items were determined by carefully analysing the literature about stereotypes. Exploratory factor analysis was performed to determine the factor structure of the STEM stereotype scale. Confirmatory factor analysis was conducted to test whether the extracted factor structure fit the data obtained from Turkish and Australian students. Results: The results supported a four-factor structure of the scale, trait, two gender (feminine, masculine), and SES-related stereotypes in each STEM discipline, as well as reliability, convergent, and discriminant validity of the scale in both languages. Conclusion: The STEM stereotype scale developed in the current study is ready for use by STEM researchers, curriculum developers, teacher educators, and other stakeholders interested in STEM education.

Original languageEnglish
JournalResearch in Science and Technological Education
Early online date5 May 2025
DOIs
Publication statusE-pub ahead of print - 5 May 2025

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