Gender bias in STEM disciplines: Exploring differences and similarities among early career researchers

Despite increasing attention to gender disparities in Science, Technology, Engineering, and Mathematics (STEM) disciplines, early career researchers (ECRs) remain under-explored, especially in national contexts such as Italy. Using an online questionnaire, this study investigates perceptions of gender bias, work-life balance and career aspirations, among 160 ECRs at an Italian university. Drawing on Fricker’s theory of epistemic injustice, the findings reveal significant gender differences in perceived experiences and opportunities in STEM. Female respondents reported greater awareness of structural limitations and bias, while male respondents tended to perceive the academic environment as more equitable, highlighting testimonial injustice and gendered patterns of recognition. It should be noted that no significant gender differences emerged in work-life balance or future career plans, suggesting generational changes or limited exposure to academic systemic barriers by ECRs. From this perspective, this paper highlights the need to address the structural and epistemic dimensions of inequality, where institutional contexts can disadvantage women and obscure their contributions. By focusing on ECRs, the paper provides information on how gendered academic environments shape aspirations and belonging at a formative stage. It contributes to the literature by combining quantitative analysis with a critical theoretical lens and calls for more inclusive and longitudinal research.