Conference Agenda

Abstract– The underrepresentation of women in STEAM fields remains an educational and social challenge, and teachers play a key role as agents who can reinforce or challenge expectations, stereotypes, and career choices. This paper analyzes teachers' perceptions of the gender gap in technical subjects, distinguishing between participation, academic performance, and perceived discrimination. A Likert-type questionnaire (1–5) is used, consisting of five items that assess: (i) perceived differences in the number of students by gender in STEAM, (ii) stereotypes of technical ability, (iii) beliefs about performance differences, (iv) discrimination associated with the greater male presence, and (v) the perceived "masculine" suitability of STEAM studies. The study employs a descriptive and comparative quantitative approach by gender, using non-parametric tests when assumptions of normality are not met. The results indicate a high perception of inequality in participation (more boys than girls in STEAM) and, simultaneously, disagreement with statements that attribute academic superiority to male students. Perceived discrimination tends to show greater variability and may differ according to teacher characteristics. Implications for teacher training, early academic guidance, and the design of strategies that promote belonging, self-efficacy, and equitable participation in STEAM pathways are discussed.