Maura Angélica Milfont Shzu, Sonia Verdugo-Castro, Alicia García‐Holgado
Understanding how university students perceive gender issues in STEM (Science, Technology, Engineering, and Mathematics) is essential, as these perceptions can guide the design and implementation of initiatives that promote social justice and contribute to sustainable development. Although there has been an increase in women’s participation in these fields, cultural barriers continue to impose unfavorable conditions throughout their professional trajectories. This study aims to analyze the opinions of 1298 Brazilian university students from various fields of knowledge regarding gender issues in STEM. Variables such as sex, field of study, and racial groups are examined, and the findings are compared with those obtained in previous studies conducted in Spain, in order to identify patterns specific to the samples based on the differences and similarities found, thereby contributing to a deeper understanding of gender issues in STEM. The data suggest that culture and stereotypes are factors that influence the professional choices of boys and girls. To evaluate the findings, the study is based on the hypotheses that men or Non-STEM students are more likely to express stereotyped opinions than women, and that BIPOC participants (Black, Indigenous, and People of Color) exhibit more egalitarian attitudes, while women perceive themselves as more limited by gender norms. In the present study, the evaluation of differences by gender, field of study, and race reveals that gender inequality in STEM is a complex issue, in which each investigated parameter contributes to the maintenance of this scenario. The observed patterns are in line with the proposed hypotheses, as grounded in the literature, and provide relevant insights for the development of initiatives that promote participatory equity in these fields, thereby contributing to the construction of a more sustainable, just, and creative society.