O impacto dos estereótipos de gênero no Gender Gap em contexto escolar na área STEM (Science, Technology, Engineering and Mathematics) no Instituto Federal do Maranhão – Campus São Luís Monte Castelo
Miniatura indisponível
Ficheiros
Data
2024
Autores
Título da revista
ISSN da revista
Título do Volume
Editora
Resumo
A pesquisa tem como foco a marcante sub-representação de mulheres nas áreas STEM (Ciência,Tecnologia, Engenharia e Matemática), buscando analisar os fatores que explicam essa significativa disparidade de gênero. A investigação foi conduzida no contexto escolar, especificamente nos cursos STEM do IFMA Campus Monte Castelo, localizado em São Luís do Maranhão - Brasil. Os fundamentos teórico-metodológicos adotados seguiram o paradigma de Investigação Fenomenológico Interpretativo, incorporando abordagens tanto qualitativas quanto quantitativas. A população estudada incluiu adolescentes do sexo feminino matriculadas em cursos STEM de nível médio, bem como mulheres matriculadas em cursos STEM de nível superior no IFMA Campus Monte Castelo. Utilizou-se um questionário para coletar dados das participantes, e foram conduzidos três grupos focais com mulheres e um grupo focal com as adolescentes participantes. Adicionalmente, foram realizadas entrevistas com os Coordenadores de Curso dessas participantes. A análise qualitativa dos dados empregou a análise de conteúdo, organizada por meio do software Atlas.ti. Na análise quantitativa, recorreu-se à Análise Fatorial Exploratória para examinar as propriedades psicométricas do instrumento, seguida pela aplicação de estatística inferencial. Os resultados destacam que os fatores contribuintes para essa sub-representação estão distribuídos entre aspectos Individuais, Familiares, de Pares e Escolares, impactando negativamente o progresso, desempenho e retenção de mulheres nessas áreas, mesmo após ingressarem nos campos STEM. Uma análise aprofundada revelou subfatores específicos em cada um desses âmbitos. Observou-se que situações de preconceito de gênero ocorreram com maior frequência nas interações entre as participantes e seus colegas, permeando vários contextos, incluindo relações com colegas, docentes e familiares. Conclui-se que as razões para a escolha de cursos STEM não estão diretamente vinculadas à influência parental ou docente. Outros subfatores identificados, como autopercepção e habilidades matemáticas, identidades STEM, envolvimento e presença feminina nessas áreas e na docência STEM, atuam como fatores motivadores, exercendo influência direta e empática por parte das professoras e recebendo apoio familiar. Além de evidenciar a persistência do gender gap nos cursos STEM oferecidos pelo IFMA - Campus Monte Castelo, esta pesquisa proporciona contribuições significativas para a Educação, oferecendo insights valiosos sobre a sub-representação feminina nas áreas de Ciência, Tecnologia, Engenharia e Matemática.
The research focuses on the marked sub-representativity of women in STEM (Science, Technology, Engineering and Mathematics) areas, aims to analyze the factors that explain this significant gender disparity. The investigation was conducted in the school context, specifically in STEM courses at IFMA Campus Monte Castelo, located in São Luís do Maranhão -Brazil. The theoretical-methodological foundations adopted followed the Interpretive Phenomenological Research paradigm, incorporating both qualitative and quantitative approaches. The study population included female adolescents enrolled in secondary-level STEM courses, as well as women enrolled in higher-level STEM courses at IFMA Campus Monte Castelo. A questionnaire was used to collect data from the participants, and three focus groups were conducted with women and one focus group with the participating adolescents. Additionally, interviews were carried out with the Course Coordinators of these participants. Qualitative data analysis used content analysis, organized using the Atlas.ti software. In the quantitative analysis, Exploratory Factor Analysis was used to examine the psychometric properties of the instrument, followed by the application of inferential statistics. The results highlight that the factors contributing to this sub-representativity are distributed among Individual, Family and Peer and School aspects, negatively impacting the progress, performance and retention of women in these areas, even after entering STEM fields. An in-depth analysis revealed specific subfactors in each of these areas. It was observed that situations of gender prejudice occurred more frequently in interactions between participants and their colleagues, permeating various contexts, including relationships with colleagues, teachers and family members. It is concluded that the reasons for choosing STEM courses are not directly linked to parental or teaching influence. Other subfactors identified, such as self-perception and mathematical skills, STEM identities, female involvement and presence in these areas and in STEM teaching, act as motivating factors, exerting a direct and empathetic influence on the part of the teachers and receiving family support. In addition to highlighting the persistence of the gender gap in STEM courses offered by IFMA - Campus Monte Castelo, this research provides significant contributions to Education, offering valuable insights into female sub-representativity in the areas of Science, Technology, Engineering and Mathematics.
The research focuses on the marked sub-representativity of women in STEM (Science, Technology, Engineering and Mathematics) areas, aims to analyze the factors that explain this significant gender disparity. The investigation was conducted in the school context, specifically in STEM courses at IFMA Campus Monte Castelo, located in São Luís do Maranhão -Brazil. The theoretical-methodological foundations adopted followed the Interpretive Phenomenological Research paradigm, incorporating both qualitative and quantitative approaches. The study population included female adolescents enrolled in secondary-level STEM courses, as well as women enrolled in higher-level STEM courses at IFMA Campus Monte Castelo. A questionnaire was used to collect data from the participants, and three focus groups were conducted with women and one focus group with the participating adolescents. Additionally, interviews were carried out with the Course Coordinators of these participants. Qualitative data analysis used content analysis, organized using the Atlas.ti software. In the quantitative analysis, Exploratory Factor Analysis was used to examine the psychometric properties of the instrument, followed by the application of inferential statistics. The results highlight that the factors contributing to this sub-representativity are distributed among Individual, Family and Peer and School aspects, negatively impacting the progress, performance and retention of women in these areas, even after entering STEM fields. An in-depth analysis revealed specific subfactors in each of these areas. It was observed that situations of gender prejudice occurred more frequently in interactions between participants and their colleagues, permeating various contexts, including relationships with colleagues, teachers and family members. It is concluded that the reasons for choosing STEM courses are not directly linked to parental or teaching influence. Other subfactors identified, such as self-perception and mathematical skills, STEM identities, female involvement and presence in these areas and in STEM teaching, act as motivating factors, exerting a direct and empathetic influence on the part of the teachers and receiving family support. In addition to highlighting the persistence of the gender gap in STEM courses offered by IFMA - Campus Monte Castelo, this research provides significant contributions to Education, offering valuable insights into female sub-representativity in the areas of Science, Technology, Engineering and Mathematics.
Descrição
Palavras-chave
EDUCATION, STEREOTYPES, GENDER, WOMEN, DOUTORAMENTO EM EDUCAÇÃO, EDUCAÇÃO, ESTEREÓTIPOS, GÉNERO, MULHERES