ADVANCING GENDER EQUITY IN STEM EDUCATION: THE ROLE OF INQUIRY-BASED COOPERATIVE LEARNING AND CLASSROOM ENGAGEMENT IN CHALLENGING GENDER ROLE STEREOTYPES

Abstract

Global gender gaps in Science, Technology, Engineering, and Mathematics (STEM) fields persist, as female students often encounter cultural and academic barriers that constrain their involvement and success. This study attempts to examine the mediating and moderating roles of classroom engagement and inquiry-based cooperative learning in the association between gender role stereotypes and STEM academic performance with a unique sample of 366 upper-secondary girls in underprivileged areas of China. This study employs a quantitative methodology, using survey data and structural equation modelling (SEM) to examine the mechanisms and pathways among the key variables. The results indicated that: (1) gender role stereotypes had a significantly negative effect on STEM academic performance; (2) classroom engagement played a mediating role between gender role stereotypes and STEM academic performance; and (3) inquiry-based cooperative learning played a moderating role in the path of female gender role stereotypes to STEM academic performance. This research sheds light on how classroom environment affects gender role stereotypes and STEM success, affecting educational policy and training. When encouraging inquiry-based and cooperative learning, educators and policymakers should address gender and individual learning requirements.