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RESEARCH PAPER
Socio-emotional Dimensions in Gifted Chilean High School Students with Interests in STEM: Influence of Gender and University Enrichment Program Participation
1
Facultad de Educación, Universidad de los Andes, CHILE
2
Escuela de Pedagogía, Pontificia Universidad Católica de Valparaíso, CHILE
3
Faculty of Education, Monash University, AUSTRALIA
4
Institute of the Americas, University College London, UNITED KINGDOM
5
Universidad Mayor, CHILE
Publication date: 2020-12-31
EURASIA J. Math., Sci Tech. Ed 2020;16(12):em1929
KEYWORDS
ABSTRACT
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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