STEM fields play a pivotal role in both national economies and university advancements. Nonetheless, the gender gap persists between male and female STEM students, posing a significant concern, as around 66% of STEM students are male. This disparity has adverse implications for women's societal status in the long term, particularly within the realm of secondary school education. Gender inequalities in STEM education exhibit a closer association with secondary school years rather than college years. Studies scrutinizing the gender disparity from a high school perspective often emphasize gender norms and attitudes. However, recent investigations into the impact of family, educators, and peers on secondary school learning experiences have embraced a social-cognitive standpoint. In China, the choice of a university major is heavily shaped by the student's secondary school curriculum, which distinguishes between arts and scientific subjects. Predominantly, male students opt for STEM-focused courses. This study is designed to examine gender discrepancies among students in STEM fields and ascertain effective differentiated teaching approaches that could enhance girls' engagement and interest in these domains. The study's research inquiries encompass the influence of gender-specific teaching in STEM fields on academic accomplishment and interest in pursuing STEM-related professions for both male and female students. Furthermore, the study aims to gauge the impact of STEM educators' attitudes and beliefs on their implementation of gender-specific teaching methodologies. Ultimately, the investigation aims to pinpoint the most efficacious gender-specific teaching practices within STEM fields.

Yunfei Gao. Gender differentiated teaching in STEM fields for Chinese secondary school students. Frontiers in Educational Research (2024) Vol. 7, Issue 2: 255-259. https://doi.org/10.25236/FER.2024.070240.

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