Psychometric Validity of an Instrument for Measuring Gender Gaps for Women in STEM Fields

Abstract

Gender equality and quality education are central pillars of international policies. However, women continue to face gaps in access, participation, and retention in STEM. This study aimed to validate the EMA-STEM scale to measure factors associated with these gaps among female university students. The validation was conducted in two phases: an exploratory factor analysis with 373 participants and a confirmatory factor analysis with 410 participants, all enrolled in STEM programs. The instrument, comprising 46 items and four dimensions—family support, gender bias, gender stereotypes, and gender inequity—was developed based on specialized literature and reviewed by a panel of experts. Statistical analyses revealed high reliability levels (α and ω > 0.80) and a robust factorial structure. The CFA model supported theoretically coherent associations among dimensions, highlighting family support as the most consistent. Finally, the EMA-STEM emerges as a valid and reliable tool to guide programs and policies aimed at reducing gender inequalities in STEM.