From Gender-STEM Stereotypes to Structural Inequality

Abstract

This review examines how explicit and implicit gender stereotypes contribute to structural inequality for women in science, technology, engineering, and mathematics (STEM). Drawing on psychological research across educational and workplace settings, the article focuses on the gender-STEM stereotype that men are naturally good at or interested in STEM, also called "STEM = men" stereotype. Research suggests that gender–brilliance stereotype is built as early as ages six or seven, depending on the cultural environment, and can decrease girls' interests, self-efficacy, and learning behaviors about STEM. This gender-STEM stereotype continues into higher education and employment, creating a systematical inequality in resources/opportunities, hiring, salary, evaluation of competence. Teachers and employers' implicit bias can produce disparity in expectations, evaluations, and actual treatment in STEM areas. Among coworkers, the implicit bias can generate social exclusion of women from informal social networks, even acknowledging their competence. This social exclusion limits women's access to social support, collaboration, valuable information, and opportunities. In conclusion, these disadvantages accumulate across educational and professional stages. This culturally shared stereotype is validated and produces structural inequality. To reduce women's underrepresentation in STEM, interventions on the early educational stage prevention, institutions level to standardize evaluation procedures and resource allocation, and promotion to create an equal inclusive environment is needed.