Gender Differences in Socio-Emotional and Socio-Cultural Perspectives of Middle School Students in STEM Learning

Authors

Danielle A. Riney, University of Northern ColoradoFollow
Heng-Yu Ku, University of Northern ColoradoFollow

Abstract

This study investigated the socio-emotional and socio-cultural perspectives of 137 middle school students toward STEM learning in the U.S. Through a 27-item 5-point Likert scale, students’ responses were gathered to complete factor analysis, compute descriptive analysis, and calculate statistical differences found between genders. In socio-emotional learning, female participants scored higher than male participants in the grit and social-awareness factors, while both genders scored similarly in the self-efficacy factor. In socio-cultural learning, male participants scored higher than female participants in the socio-cultural influences factor while both genders scored similarly in the personal focus in STEM factor. However, a statistically significant difference was only found between male and female participants in the social-awareness factor, and female participants scored significantly higher than male participants in this factor. Both male and female participants expressed that teachers were the most influential regarding their STEM learning.

Recommended Citation

Riney, Danielle A. and Ku, Heng-Yu (2021) "Gender Differences in Socio-Emotional and Socio-Cultural Perspectives of Middle School Students in STEM Learning," Journal of Educational Research and Innovation: Vol. 9, Article 3.
Available at: https://digscholarship.unco.edu/jeri/vol9/iss1/3