Conference Agenda

This study addresses the persistent underrepresentation of women in STEM—particularly engineering—highlighting structural, cultural, and early developmental factors that shape gender disparities. In Latin America, women account for only 20–24% of engineering participation. Research shows that gender stereotypes form in childhood through socialization agents such as family, school, and cultural products, including children’s literature, which often portrays male characters as active and problem-solving, and females as passive.

To challenge these patterns, the study implemented an educational intervention using a story, “Sofía y Florencia: A Journey to Space,” featuring female characters in active engineering roles. The quasi-experimental design involved 270 children aged 6–8 from diverse schools. Participants were asked to draw an engineer before or after the intervention. Drawings were analyzed using the Engineering Representation Index (ERI), measuring the presence of technical and stereotypical elements.

Results show a significant increase in ERI scores in the intervention group, indicating richer and more diverse representations of engineering, including more tools, safety equipment, and conceptual elements. However, gender stereotypes remained largely unchanged, with most drawings still depicting male engineers and individual work contexts.

The findings distinguish between cognitive and sociocultural dimensions: while narratives effectively enhance conceptual understanding, they are insufficient alone to alter entrenched gender stereotypes. Broader, sustained interventions are needed. The study underscores the importance of early educational strategies, combining storytelling with female role models, teacher training, and real-world exposure to foster inclusivity in STEM from childhood.