The Gender Equation in STEM Education: A Systematic Literature Review of Students’ and Teachers’ Gender in Relation to Attitudes

Evangelos Pappas¹, Panagiota Kaisaridi¹, Zacharoula Smyrnaiou^{2, 3}, Antonios Bouras^{2, 3} and Martha Georgiou^{1, 4,}

¹Department of Biology, NKUA, Athens, Greece

²Department of Educational Studies, NKUA, Athens, Greece

³Philips University, Cyprus

⁴Museum of Zoology, NKUA, Athens, Greece

Cite this paper:
Evangelos Pappas, Panagiota Kaisaridi, Zacharoula Smyrnaiou, Antonios Bouras and Martha Georgiou. The Gender Equation in STEM Education: A Systematic Literature Review of Students’ and Teachers’ Gender in Relation to Attitudes. American Journal of Educational Research. 2026; 14(1):35-48. doi: 10.12691/education-14-1-4

Abstract

Science, Technology, Engineering and Mathematics (STEM) education is seen as vital for developing 21st century knowledge and skills. In fact, in order to achieve the 2030 Sustainable Development Goals, it is believed that male and female students must participate on an equal basis. This study examines how students' gender influences their interest and participation in STEM education, as revealed by recent findings in the international literature. In addition, the impact of teacher gender on students' STEM choices is also explored. The literature review showed that most teachers, regardless of gender, seem to stereotype that male students excel in STEM fields, thus discouraging female students from pursuing these fields, not only at school, but also later in their careers. In contrast, the presence of female teachers boosts female students' confidence and engagement in STEM subjects, although the effect remains multifaceted.

Keywords:
students’ gender teachers’ gender STEM education 2030 Sustainable Development Goals

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