Saudi early childhood female teachers’ perceptions of children’s gender stereotypes for STEM education

Gender disparities in education persist as a global challenge, resulting in the exclusion and marginalization of girls and women. In response to this issue, the United Nations Development Program has identified gender equality as a fundamental pillar among the Sustainable Development Goals (SDGs). Acknowledging the significance of this objective, the Ministry of Education in Saudi Arabia has introduced various initiatives aimed at promoting gender equality in Early Childhood Education (ECE). In line with these efforts, this study delves into the perceptions of female teachers regarding Science, Technology, Engineering, and Mathematics (STEM) education for both girls and boys, with the aim of further advancing gender equality in Saudi ECE.

To gather insights, a survey was conducted, involving the participation of 396 Saudi female teachers who taught first and second-grade students in primary schools. The survey aimed to explore their perspectives on STEM education in relation to gender. The findings revealed that novice teachers, particularly those with limited teaching experience in STEM subjects, held certain gender-based misconceptions regarding the educational requirements of boys and girls. It was evident that teachers' inadequate exposure to STEM training significantly influenced their level of professional competence in delivering gender-equitable education.

These findings carry significant implications, not only for researchers and policymakers in Saudi Arabia but also on an international scale. Firstly, they emphasize the need to prioritize professional development programs for current ECE teachers. By offering targeted training opportunities, educators can enhance their understanding of gender equality in STEM education, thereby equipping them with the necessary knowledge and skills to create inclusive learning environments. Additionally, the study underscores the importance of incorporating gender equality principles into ECE curricula, particularly within STEM courses. By integrating a focus on gender equity, future teachers can be adequately prepared to promote inclusive and unbiased education.