Gender and Diversity Awareness Among STEAM Teachers

Perspectives for Gender- and Diversity-Sensitive Technical Education

Abstract

Technology education faces the challenge of appealing equally to all learners, regardless of gender and background, and empowering them to actively participate in a technology-driven world. Raising awareness among teachers about gender and diversity issues plays a key role in this. The article focuses on gender equality in creative and technical educational contexts. For several years now, the focus has been on promoting girls and women in STEM subjects. Teachers of technical subjects should address this key educational and socio-political challenge, as gender-specific differences in interest and self-concept manifest themselves at an early age.

This study examines the knowledge and attitudes of teachers in STEAM subjects (science, technology, engineering, arts, mathematics) with regard to gender- and diversity-sensitive teaching. It is based on a quantitative online survey of N = 511 teachers from Tyrol (Austria), which was conducted using validated Likert scales. Differences according to gender, subject taught, and experience with monoeducative teaching settings were analysed. The results show that teachers with different educational backgrounds and experience in gender-segregated education show greater awareness of the importance of gender-equitable lesson planning. Finally, there is potential for further developing STEM programs into STEAM approaches, in which art and creative forms of expression are consciously integrated.