{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2025,10,10]],"date-time":"2025-10-10T01:46:06Z","timestamp":1760060766324,"version":"build-2065373602"},"reference-count":39,"publisher":"MDPI AG","issue":"9","license":[{"start":{"date-parts":[[2025,9,19]],"date-time":"2025-09-19T00:00:00Z","timestamp":1758240000000},"content-version":"vor","delay-in-days":0,"URL":"https:\/\/creativecommons.org\/licenses\/by\/4.0\/"}],"funder":[{"DOI":"10.13039\/501100010790","name":"European Union funds","doi-asserted-by":"publisher","award":["2023-1-BE01-KA220-SCH-000157164"],"award-info":[{"award-number":["2023-1-BE01-KA220-SCH-000157164"]}],"id":[{"id":"10.13039\/501100010790","id-type":"DOI","asserted-by":"publisher"}]}],"content-domain":{"domain":[],"crossmark-restriction":false},"short-container-title":["Social Sciences"],"abstract":"<jats:p>This article explores how gender biases in STEM education persist despite formal commitments to equality. Based on data from the Erasmus+ project STEMGenderIN, we analyze responses from lower-secondary school teachers (ISCED 2; ages 11\u201315), of STEM subjects, in Portugal, Italy, Belgium, and Romania using the TPGESE scale, which assesses three dimensions: perceived gender equality in education (PGEE), the awareness of the effects of gender segregation (AEGSE), and the naturalization of gender stereotypes (GSNGI). Findings show a consistent gap between teachers declared support for gender equality and their limited awareness of structural and cultural barriers faced by girls in STEM. While most teachers affirm equality in principle, many attribute girls\u2019 underrepresentation to personal choice or aptitude, overlooking the influence of stereotypes, social expectations, and systemic inequalities. The results point to a paradox: formal recognition of gender equality coexists with low engagement in reflexive practice or institutional change. Differences between countries suggest varying degrees of critical awareness, with some contexts showing greater openness to questioning dominant narratives. This study highlights the urgent need for teacher training that goes beyond rhetoric, promoting deep pedagogical transformation and equipping educators to create more inclusive STEM learning environments. We argue that addressing the perception\u2013practice gap is essential to closing the gender gap in STEM. To situate these findings, we also note how national cultural\u2013political debates\u2014such as Portugal\u2019s public controversy around so-called \u201cgender ideology\u201d in Citizenship and Development\u2014may shape teachers\u2019 perceptions and self-reports, reinforcing the need for context-aware training.<\/jats:p>","DOI":"10.3390\/socsci14090563","type":"journal-article","created":{"date-parts":[[2025,9,19]],"date-time":"2025-09-19T16:53:42Z","timestamp":1758300822000},"page":"563","update-policy":"https:\/\/doi.org\/10.3390\/mdpi_crossmark_policy","source":"Crossref","is-referenced-by-count":0,"title":["If You Don\u2019t See Inequality, You Cannot Teach Equality: What Is Missing in STEM Teachers\u2019 Perceptions for an Equality Pedagogy in STEM Teaching?"],"prefix":"10.3390","volume":"14","author":[{"ORCID":"https:\/\/orcid.org\/0000-0002-2429-5590","authenticated-orcid":false,"given":"Rosa","family":"Monteiro","sequence":"first","affiliation":[{"name":"CES\u2014Centre for Social Studies, FEUC\u2014Faculty of Economics, University of Coimbra, 3004-512 Coimbra, Portugal"}]},{"given":"Lina","family":"Coelho","sequence":"additional","affiliation":[{"name":"CES\u2014Centre for Social Studies, FEUC\u2014Faculty of Economics, University of Coimbra, 3004-512 Coimbra, Portugal"}]},{"ORCID":"https:\/\/orcid.org\/0000-0002-2202-1123","authenticated-orcid":false,"given":"Fernanda","family":"Daniel","sequence":"additional","affiliation":[{"name":"CIBB\u2014Centre for Innovative Biomedicine and Biotechnology, ISMT\u2014Miguel Torga Institute of Higher Education, 3000-132 Coimbra, Portugal"}]},{"ORCID":"https:\/\/orcid.org\/0009-0008-6189-805X","authenticated-orcid":false,"given":"In\u00eas","family":"Sim\u00f5es","sequence":"additional","affiliation":[{"name":"CES\u2014Centre for Social Studies, FEUC\u2014Faculty of Economics, University of Coimbra, 3004-512 Coimbra, Portugal"}]},{"ORCID":"https:\/\/orcid.org\/0000-0001-5163-9670","authenticated-orcid":false,"given":"Alexandre","family":"Gomes da Silva","sequence":"additional","affiliation":[{"name":"ISCAC\u2014Coimbra Business School, Polytechnic University of Coimbra, 3045-601 Coimbra, Portugal"}]}],"member":"1968","published-online":{"date-parts":[[2025,9,19]]},"reference":[{"key":"ref_1","doi-asserted-by":"crossref","first-page":"296","DOI":"10.1111\/j.2517-6161.1954.tb00174.x","article-title":"A Note on the Multiplying Factors for Various Chi Square Approximations","volume":"16","author":"Bartlett","year":"1954","journal-title":"Journal of the Royal Statistical Society"},{"key":"ref_2","unstructured":"Blumberg, Sven, Krawina, Melanie, M\u00e4kel\u00e4, Elina, and Soller, Henning (2024, April 23). 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