Persistence of Gender Stereotypes in Students’ Representations of Scientists: Evidence from Portuguese Lower Secondary Education

Abstract

Gender stereotypes related to science and scientists continue to shape students’ perceptions from an early age, contributing to persistent gender inequalities in STEM fields. This exploratory study examines how lower secondary school students in Portugal portray scientists, with a particular focus on gendered patterns. Conducted during the first week of the 2024/2025 school year, the study involved 28 eighth-grade students. It employed the Draw-A-Scientist Test Checklist (DAST-C), using a quantitative approach complemented by interpretative qualitative elements. As this is an exploratory study, it does not aim to draw generalisable conclusions, but rather to identify indicative patterns and generate information for future research. Quantitative and qualitative analyses reveal a strong persistence of stereotypical representations, particularly masculine traits such as lab coats, glasses, and facial hair. At the same time, female scientists remain markedly underrepresented and are depicted exclusively by female students. These findings highlight the continued influence of gendered imaginaries during early adolescence and underline the role of schools as critical spaces for challenging stereotypes and promoting more inclusive representations of science.