Despite no inherent gender differences in mathematical abilities, women remain underrepresented in STEM fields—a gap driven by a complex interplay of socio-cultural and psychological factors. This poster introduces a four-dimensional theoretical model that examines key influences shaping students' educational preferences in STEM. The model integrates the roles of teachers, the broader educational context, family environment, and individual student characteristics, including gender, motivation, and creative mathematical self-efficacy. We highlight how gender stereotypes shape perceptions of mathematical competence, the impact of creative teaching strategies on fostering interest in STEM, and the role of expectancy-value theory (EVT) in guiding educational choices. Special attention is given to the Polish educational landscape, where traditional gender role beliefs still shape attitudes toward science and mathematics. This work underscores the urgency of further research into these mechanisms to drive more inclusive and equitable STEM education policies.

Keywords: STEM, creative self-efficacy, gender, gender stereotypes, motivation, educational context, expectancy- value theory (EVT).