Closing the gender gap in STEM education. Improving female students' motivation in STEM through school-based intervention.

Autor/inn/en	Indrayadi, Sharfina; Berlianto, Jimmy Daniel; Firdausi, Rayhan Fasya; Paramayudha, Biyan Shandy
Titel	Closing the gender gap in STEM education. Improving female students' motivation in STEM through school-based intervention.
Quelle	Jakarta, Indonesia: Center for Indonesian Policy Studies (2026), ca. 38 S. PDF als Volltext kostenfreie Datei (1); PDF als Volltext kostenfreie Datei (2) Link als defekt meldenVerfügbarkeit
Reihe	Policy paper / Center for Indonesian Policy Studies. 65
Beigaben	Illustrationen
Sprache	englisch
Dokumenttyp	online; Monografie; Graue Literatur
Schlagwörter	Frau; Geschlechtsspezifischer Unterschied; Schüler; Bildungsinvestition; Indonesien
Abstract	Science, Technology, Engineering, and Mathematics (STEM) education is vital for Indonesia's technological progress and economic competitiveness. Yet, female students remain underrepresented in STEM pathways despite consistently strong academic performance. Evidence from Bandung city junior secondary schools reveals that these students often report lower confidence, lower participation in practical STEM activities, and may receive less encouragement from teachers and parents. At the same time, school-level stakeholders are not aware of the potential gender barriers in learning. These gaps reflect the necessity for gender responsive education to shape inclusive school environments and female students' experience in learning STEM subjects. This study investigates how school-based interventions can help address gender gaps and barriers. Using a mixed methods design that combines student surveys, teacher interviews, classroom observations, and a behavioral intervention, the research highlights both the opportunities and limitations of school-level strategies in shifting perceptions and motivating female students to pursue STEM. The intervention introduced a one-day workshop for STEM teachers on gender-responsive pedagogy, followed by classroom implementation and teacher diaries. On the positive side, female students who were exposed to the program became more willing to challenge gender stereotypes and increasingly viewed women as capable of succeeding in STEM. Teachers also reported greater awareness of unconscious bias and began experimenting with lesson plans that included female role models and more inclusive classroom practices. At the same time, the effects on student motivation were uneven. Improvements in self-efficacy and perceived teacher support remained limited, with some indicators even showing decline as teachers struggled to adjust curriculum and pedagogy to diverse student needs.
Erfasst von	ZBW - Leibniz-Informationszentrum Wirtschaft, Kiel
Update	2026/3