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). This is supported by research suggesting that pedagogical approaches which emphasise creativity may foster greater engagement, interest, and science identity among female students. However, these efforts often overlook that female students may have lower confidence in their creative abilities, which can limit the effectiveness of approaches that focus only on the cognitive dimensions of creativity, such as creative thinking. This study explores gender differences in STEM creativity among secondary school students in Australia (N = 913), specifically examining disparities in the affective dimension of creativity—that is, students' 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.