Promuovere l’equità di genere nelle STEM nella scuola secondaria di primo grado Coinvolgimento attivo delle famiglie, degli insegnanti e migliori pratiche

Despite numerous initiatives, gender inequalities in STEM persist, rooted in cultural stereotypes and biased expectations. This essay examines the role of families and teachers in shaping girls’ STEM engagement. Qualitative research in Northern Italian schools show that unconscious biases – both familial and educational – undermine girls’ confidence and reinforce the notion that STEM disciplines are inherently male. The chapter calls for teacher training, personalized guidance, and exposure to female role models to counteract stereotypes and promote inclusive participation.