Exploring Early Childhood Educators' Perceptions and Practices Towards Gender Differences in STEM Play: A Multiple-Case Study in China

Various gender biases have been demonstrated in early childhood educators (ECEs) with unintentional preferential treatment provided to boys during STEM-related play activities. These biases could impact young girls' identity formation, resulting in continued underrepresentation of women in STEM domains in future. In China, however, little research has been conducted on how ECEs perceive gender equity of STEM fields. Consequently, this study aims to close this gap by investigating the educators' perceptions on and responses to gender differences in STEM play, drawing on the cultural-historical theory and incorporating feminist perspectives. Adopting a multiple-case study approach, this study collected perceptions and experiences of six Chinese in-service ECEs regarding STEM play and gender-related issues. The participants recognized and valued children's equal involvement in STEM play, but failed to preclude ingrained gender preconceptions, leading to contradictory beliefs and performs. Meanwhile, Chinese ECEs considered prejudices from the external environment and peer influence the main obstacles to gender inclusion. Inclusive practices and emphasises are thus discussed relating to ECEs' multiple roles in supporting gender-neutral environments for STEM play. These preliminary findings shed light on attaining gender equity in STEM within the context of a feminist discourse, and provide Chinese educators, leaders and even the educational system with pioneering information. However, further research on ECEs' underlying stereotypes and teaching practices is still warranted to examine future professional development possibilities, support ECEs in reducing obstacles to girls' STEM engagement, and ultimately create a welcoming and inclusive STEM play space for girls.