Gender differences in preservice mathematics and science teachers’ professional identities

Ladapa Ladachart; Wittaya Pulsawad; Anusorn Tong-on; Luecha Ladachart

doi:10.31129/LUMAT.12.4.2314

Authors

Ladapa Ladachart Chiang Mai University, Thailand https://orcid.org/0000-0001-9623-5223
Wittaya Pulsawad Chiang Rai Rajabhat University, Thailand https://orcid.org/0000-0001-6451-9184
Anusorn Tong-on Chiang Rai Rajabhat University, Thailand https://orcid.org/0000-0002-2557-0208
Luecha Ladachart University of Phayao https://orcid.org/0000-0001-5048-8276

DOI:

https://doi.org/10.31129/LUMAT.12.4.2314

Keywords:

gender difference, preservice teacher, professional identity, STEM education, teacher education

Abstract

The traditional marginalization of women in science, technology, engineering, and mathematics (STEM) may prevent female preservice teachers from seeing themselves as STEM teachers. However, gender differences in this issue remain underexplored. This study aims to examine whether and in what respects female preservice teachers differ in terms of their professional identities from their male counterparts. Participants include those majoring in mathematics (42), general science (44), and advanced science (47). The instruments include three versions of a Likert-type questionnaire measuring professional identities as general, disciplinary, and STEM teachers. Data were analyzed using Mann-Whitney U tests focusing on three components of professional identity (i.e., motivation, self-efficacy, and self-image). The results reveal that gender differences seldom occur in all respects, except when those majoring in advanced science self-identify as STEM teachers. Finally, this study provides implications regarding teacher education for STEM.

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