The stereotype threat theory: how gender stereotypes and stereotype threats continues to diminish the sense of belonging and desire for girls to advance in STEM fields

The presence of gender stereotypes and stereotype threats continues to diminish the sense of belonging and desire for young girls to advance in Science, Technology Engineering and Mathematics (STEM) fields. Stereotype threat can change stereotyped students' professional perceptions by diverting their goals and career pathways. Hence, girls who study STEM courses in tertiary institutions are less likely to pursue STEM professions and exist them early than their male colleagues. The study findings show that gender stereotypes are largely responsible for gender gap in STEM enrollment and presents threats to girls already enrolled in male-dominated STEM fields in Nigerian universities. The educational opportunities, learning outcomes and commitment of girls to enroll and be retained in STEM are greatly influenced by formal and informal sociocultural norms and expectations regarding women's roles in society. The study concludes by highlighting the institutional role of Nigerian universities in limiting the effects of stereotype threats and closing the gender gap in STEM. The theoretical framework of the study is buttressed by the Stereotype Threat Theory (STT). The attribution of STEM academic disciplines to the masculine gender is predominant globally which informs the gender differences in the interest and choices of male and female students in these fields. The representation of girls in STEM education and professions has been impacted by the internalization of attitudes and beliefs about gender roles and expectations. Thus, the STT provide a deeper insight into the impact of the gender stereotypes on gender differences in experiences and career aspirations of STEM students.

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