High school girls’ perception in successful female STEM role models in films was affected by their teachers. Specifically, the effect of teacher gender was examined in terms of girls’ self-sanctions to science gender stereotype, gender-related career concern, and activity participating benefit. The participants were recruited from an all-girls high school with a large-scale sample size of 1382 students participating in an intervention program. A real-person lecture was given to the participants followed by a film featuring successful women in STEM presented as role models. A list of question was delivered to the participants at the end of the intervention activity for data collection. Research data were analyzed with teacher gender, grade, and academic domain as between-subjects variables, with science gender stereotype, gender-related career concern, and activity participating benefit as measured variables. The results indicated a significant 3-way interaction among teacher gender, grade, and academic domain on the total responses and activity participating benefit of the intervention program. Two main effects of teacher gender and grade on activity participating benefit were also found significant. Teachers of different genders exerted a significant effect on activity participating benefit with girls from female teachers’ classes were greater than those from male teachers’ classes. Girls from female teachers’ classes displayed significant differences in gender science stereotype and gender-related career concern cross grades whereas those from male teachers’ classes displayed significant differences in gender science stereotype cross grades. The intention of the intervention program was to promote women persistence in STEM and discussed from both theoretical and empirical perspectives. Future research of this line will be expected to stress on the role of female teacher and the participating benefits of intervention activity for high school girls to increase their perception in STEM role models.
2016 International Symposium on Education and Psychology Conference Program