Extending STEM identity to the institutional level: how organizational identity and efficacy shape gender-inclusive practice in out-of-school education

URN zum Zitieren dieses Dokuments:: urn:nbn:de:bvb:355-epub-787231
DOI zum Zitieren dieses Dokuments:: 10.5283/epub.78723

Heilemann, Michael ; Schober, Susanne ; Stoeger, Heidrun ; Ziegler, Albert

Lizenz: Creative Commons Namensnennung 4.0 International
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Veröffentlichungsdatum dieses Volltextes: 24 Feb 2026 12:26

Alternative Links zum Volltext:DOI Verlag

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Background:
While individual STEM identity and self-efficacy are well-established predictors of girls’ and women’s engagement in science, technology, engineering, and mathematics (STEM), their conceptual equivalents at the organizational level remain understudied. Out-of-school STEM education providers are key actors in addressing gender disparities; however, little is known about how their institutional values and perceived capacities influence program design and delivery.

Purpose:
Grounded in theories of organizational identity and collective efficacy, this study investigates whether out-of-school STEM providers’ organizational identity and efficacy related to the promotion of females in STEM predict five theoretically derived indicators of program success after controlling for program characteristics.

Methods:
A nationwide survey was conducted among out-of-school STEM education providers in Germany (N = 209). Respondents rated their organization’s identity and efficacy in promoting females in STEM. Outcome measures included inclusive program planning, long-term focus, environmental integration, engagement in networking and professional development, and self-assessed success.

Results:
Organizational identity significantly predicted all five success indicators, with the strongest effect for inclusive program planning and engagement in networking and professional development. Organizational efficacy predicted four of the indicators, with the strongest effect for perceived program success. After controlling for program characteristics, the effects of both constructs remained robust, although slightly weaker, suggesting that contextual factors partly account for their influence.

Conclusions:
This study reveals how organizational-level beliefs shape gender-inclusive practices in STEM education. The findings contribute to research on gender equity in STEM by introducing and validating institutional-level predictors of effective program practice, with practical implications for STEM networks and policy development.

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