Abstract

The studies considered in this article demonstrate how educational practices foster the development of a firm mathematics self-efficacy in males more than in females, this difference being predictive of the interest shown by the two genders as regards technical studies and professions. As a consequence, females are less likely to choose a career in the technical-scientific or technological fields. This avoidance tendency grows in proportion to the women's fear of confirming the stereotype that they are disadvantaged in technical matters. Accordingly, being continuously threatened by this stereotype can lead females to a disidentification from technical areas, thus building a barrier to the professional accomplishment in these domains.