Socio-emotional dimensions in gifted Chilean high school students with interests in STEM: Influence of gender and university enrichment program participation.

María Paz Gómez Arízaga, Marianela Navarro, Annjeanette Martin, Karin Roa, Leonor Conejeros-Solar, Leonie Kronborg, Marieta Valdivia-Lefort, Hernan Castillo-Hermosilla, Bárbara Rivera-Lino

Producción científica: Contribución a una revistaArtículorevisión exhaustiva


This article contributes to the study of the gender gap for women in STEM, by exploring the socioemotional dimensions of gifted girls with positive attitudes toward math and science, as measured by the TOSRA and TOMRA. The variables of self-concept, self-efficacy, and gender stereotype identification were examined, using the Piers-Harris Self-Concept Scale, Sources of Science and Mathematics Self-Efficacy Scale, and Masculine-Feminine Inventory, based on gender and extracurricular enrichment program participation. The sample consisted of 103 Chilean students in 10th grade, identified as gifted using the Raven’s Standard Progressive Matrices. Data were analyzed using Multivariate Analysis of Variance (MANOVA), Analysis of Variance (ANOVA), and t-tests to analyze the effects of gender and enrichment program participation. Results showed that self-concept for girls is lower than for boys, and lower for girls who attended enrichment programs, compared to girls who did not attend programs. Furthermore, an interaction effect was observed between gender and enrichment program attendance on the gender stereotype subscales of masculinity and submission. Implications for enrichment programs were discussed, suggesting the need to (a) focus on girls´ self-concept, (b) decrease the risk of stereotype threat, and (c) encourage gifted girls to identify how they experience and act upon gender stereotypes.
Idioma originalInglés
Páginas (desde-hasta)1
Número de páginas15
PublicaciónEurasia Journal of Mathematics, Science and Technology Education
EstadoPublicada - 2020

Nota bibliográfica

This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Palabras clave

  • Gender stereotypes
  • Gifted females
  • Gifted programs
  • Self-concept
  • STEM

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