Year: 2026
Type: book-chapter
Study design: Observational Study
Abstract: This paper presents and analyzes findings from two surveys conducted at the Department of Statistics and Insurance Science, University of Piraeus, in 2022–2023 and 2024–2025, focusing on students’ perceptions of gender in statistics education. Both surveys collected responses from 310 undergraduate students and examined attitudes toward performance, teaching effectiveness, and professional self-presentation. The results suggest that, within the classroom, students perceive no major differences between males and females in terms of performance or instructional adequacy. Teaching effectiveness was largely considered gender-neutral, with only a small minority expressing a preference for male instructors. These findings reinforce the view that equitable learning conditions can reduce or eliminate perceived gender disparities in statistics education. At the same time, both surveys revealed a strong and persistent perception that women conceal their academic achievements in professional environments, with more than seven in 10 respondents endorsing this view in both years. This tendency was slightly more pronounced in the second survey, underscoring the enduring influence of patriarchal norms in shaping professional identity and behavior. The contrast between parity in the classroom and perceived inequality in professional contexts highlights a key tension: While education may foster equality of outcomes, broader societal and organizational structures continue to reproduce gendered asymmetries. The study contributes to ongoing debates about gender and science, technology, engineering, and mathematics (STEM) education by showing that progress in academic equality does not automatically translate into equality in professional recognition. It underscores the need for interventions that go beyond classroom teaching to include mentoring, awareness campaigns, and workplace reforms that challenge stereotypes and support women in openly presenting their competencies. By combining longitudinal survey evidence with insights from the literature on stereotype threat and patriarchal persistence, this study not only documents the current state of gender perceptions in statistics education but also points to practical strategies for bridging the gap between learning environments and professional settings. Its findings are relevant not only in the Greek context but also for international efforts to promote gender equality in STEM fields.
Source: IntechOpen eBooks
Author: Eleni Tsami
Institution: University of Piraeus
Language: English
Subfield: Statistics and Probability
Field: Mathematics
Domain: Physical Sciences
Open Access status: hybrid
OpenAlex ID: W7122839313