Socio-emotional Dimensions in Gifted Chilean High School Students with Interests in STEM: Influence of Gender and University Enrichment Program Participation

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dc.coverageDOI: 10.29333/EJMSTE/9374
dc.creatorGómez-Arízaga, María P.
dc.creatorNavarro, Marianela
dc.creatorMartin, Annjeannette
dc.creatorRoa-Tampe, Karin
dc.creatorConejeros-Solar, María Leonor
dc.creatorKronborg, Leonie
dc.creatorValdivia-Lefort, Marieta
dc.creatorCastillo-Hermosilla, Hernán
dc.creatorRivera-Lino, Bárbara
dc.date2020
dc.date.accessioned2025-11-18T19:43:25Z
dc.date.available2025-11-18T19:43:25Z
dc.description<p>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 10<sup>th</sup> 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.</p>eng
dc.identifierhttps://investigadores.uandes.cl/en/publications/88df5deb-2a14-492a-84d0-b0e02da3a2c9
dc.identifier.urihttps://repositorio.uandes.cl/handle/uandes/52867
dc.languageeng
dc.rightsinfo:eu-repo/semantics/openAccess
dc.sourcevol.16 (2020) date: 2020-12-31 nr.12 p.1
dc.subjectSTEM
dc.subjectgender stereotypes
dc.subjectgifted females
dc.subjectgifted programs
dc.subjectself-concept
dc.subjectSDG 5 - Gender Equality
dc.titleSocio-emotional Dimensions in Gifted Chilean High School Students with Interests in STEM: Influence of Gender and University Enrichment Program Participationeng
dc.typeArticleeng
dc.typeArtículospa
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