Bridging the Gender Gap in STEM: The Impact of Self-Beliefs on Domain-Specific Creativity among Secondary Students

There is a growing recognition of creative thinking in school curricula as a possible solution to address the gender gap in the fields of Science, Technology, Engineering, and Mathematics (STEM). However, efforts often overlook the fact that females may lack confidence in their creative abilities, potentially diminishing the benefits of a pedagogical approach focused solely on cognitive aspects of creativity. This study explores gender differences in STEM creativity among secondary school students in Australia (N = 913), specifically examining disparities in creative self-beliefs. The findings reveal a concerning pattern: despite exhibiting higher domain-general creative potential, females display less confidence in their creative performance within scientific settings compared to males. The results emphasize the urgent need for educational strategies that cater to both the cognitive and affective dimensions of creativity, ensuring that female students can effectively convert their creative potential into performance in STEM fields. Practical implications for classroom educators, school leaders, and policymakers are discussed, including the use of innovative pedagogical approaches in the classroom and the redefinition of creativity in the curriculum.