A study by Salete Silva Farias, an Education PhD from CeiED, revealed that gender prejudice in schools, especially in interactions between girls and boys, creates a hostile environment that discourages many girls from pursuing careers in Science, Technology, Engineering, and Mathematics (STEM). This prejudice, although more common among students, can also come from teachers.

Salete Farias' research, which she defended as her PhD thesis at Lusófona University on September 11, 2024, highlighted that the low number of women in STEM fields remains a serious issue, hindering diversity and inclusion in sectors essential for technological and scientific advancement. One of the main factors that demotivate girls is their interaction with male peers in the school environment.

The study also identified significant barriers that affect female participation in STEM fields. Beyond the school, the family environment plays a key role, as traditional gender expectations often prevent the development of female identities geared toward scientific and technological careers. The research showed that while parental support is important, it does not always directly influence the choice of these careers. Girls’ mathematical skills are also decisive in whether they pursue these fields.

Another important finding from the research was the positive impact of female teachers in STEM areas. The presence of female educators serves as an inspiration for students, creating a sense of belonging and motivation. This representation plays a crucial role in reducing the mentioned barriers and encouraging girls to continue in these fields.

As a recommendation, the research proposes the implementation of educational workshops for teachers and students aimed at combating gender prejudice and creating a more inclusive school environment. These initiatives seek to promote greater equality and increase the presence and success of women in science and technology fields.

To measure female participation in STEM fields among high school and college students, Salete Farias developed an innovative questionnaire based on four main factors: instances of discrimination in the school environment, promotion of female representation in STEM, individual/relational perception, and the family environment. The study also included testimonials from participants, which added depth and relevance to the results.

The study was conducted at the Federal Institute of Maranhão (IFMA) in São Luís, Maranhão, Brazil, and has implications that can be applied to other institutions, both in Brazil and abroad. The educational institution authorized the disclosure of the study’s location, reinforcing its commitment to promoting effective changes and striving for greater gender equity in its academic practices. The findings offer important insights for addressing gender inequality in STEM fields, contributing to the development of practical and effective solutions to increase women’s inclusion in these fields.

Principal results of the study:

Influence of Teachers

Significant role of teachers in retaining women in STEM courses, according to the study participants. Interactions and rewards directly impact the female students participating in the study, especially in higher education.

Academic Self-Concept

Self-assessment in mathematics plays a central role in the decision of female students participating in the study to enter STEM courses, particularly in high school.

Female Role Models

The presence of female STEM teachers is essential to combat stereotypes and positively influence the choices of female students participating in the study, with higher education students perceiving this influence more clearly.

Interaction with Peers

Interaction and peer support are critical factors for the success and retention of female students in STEM courses, especially in higher education.

Family Support

Parental support is important but does not always directly influence the choice of a STEM course. This can occur especially when one of the parents already works in the field, which may facilitate the decision.

Lack of Recognition by Coordinators

Course coordinators are unaware of or underestimate situations of prejudice in the school lives of the female students participating in the study, which hinders the implementation of institutional support policies.