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‘Science is a Boys’ Subject’—Changing Perceptions in the Arabian Gulf

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Gender in STEM Education in the Arab Gulf Countries

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Abstract

In the United Arab Emirates, and internationally, great emphasis has been placed upon improving students’ performance in science, technology, engineering and mathematics (STEM) subjects and encouraging STEM careers. However, international studies have shown that even where there are no significant differences in mathematics and science achievement, women still remain less likely to enrol in STEM fields in higher education. Gender stereotyping, self-efficacy and attitudes towards science can potentially influence young women’s (and men’s) aspirations to pursue studies and careers in these fields. The sciences have a long association with ‘masculinity’, and evidence suggests that many children perceive that science, particularly the physical sciences, are ‘for boys’ and that scientists are generally male. However, attitudes towards science appear to be changing, with both male and female students in the Gulf Cooperation Council (GCC) region responding favourably to survey questions about liking, feeling confident in and valuing, science. Current strategies to overcome stereotypes; boost STEM self-efficacy, particularly for female students; positively utilise the influence of teachers; and use role models and other supports are discussed, and recommendations for what still can be done are made.

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    Melissa McMinn

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    Melissa McMinn

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McMinn, M. (2023). ‘Science is a Boys’ Subject’—Changing Perceptions in the Arabian Gulf. In: Dickson, M., McMinn, M., Cairns, D. (eds) Gender in STEM Education in the Arab Gulf Countries. Springer, Singapore. https://doi.org/10.1007/978-981-19-9135-6_1

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