Socio-emotional Dimensions in Gifted Chilean High School Students with Interests in STEM: Influence of Gender and University Enrichment Program Participation
María P. Gómez-Arízaga 1 , Marianela Navarro 1 * , Annjeannette Martin 1 , Karin Roa-Tampe 1 , María Leonor Conejeros-Solar 2 , Leonie Kronborg 3 , Marieta Valdivia-Lefort 4 , Hernán Castillo-Hermosilla 5 , Bárbara Rivera-Lino 1
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1 Facultad de Educación, Universidad de los Andes, CHILE2 Escuela de Pedagogía, Pontificia Universidad Católica de Valparaíso, CHILE3 Faculty of Education, Monash University, AUSTRALIA4 Institute of the Americas, University College London, UNITED KINGDOM5 Universidad Mayor, CHILE* Corresponding Author


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.


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Article Type: Research Article

EURASIA J Math Sci Tech Ed, Volume 16, Issue 12, December 2020, Article No: em1929

Publication date: 31 Dec 2020

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