Children’s memberships in social groups have profound effects on their motivation. Stereotypes about social groups shape children’s beliefs about what is expected for their group members. These beliefs can influence children’s developing beliefs about themselves (self‐perceptions). In this article, I review research on how gender stereotypes influence children’s motivation in science, technology, engineering, and math (STEM), including ability beliefs and sense of belonging. When children belong to a gender group that is negatively stereotyped in a STEM field, they may doubt their own capabilities and whether they belong in that field, making it harder for them to develop interest over time. Developmentally, the influence of gender stereotypes on motivation begins during preschool and strengthens during late childhood. I also address the consequences of different kinds of stereotypes and why some children are more influenced by stereotypes than others. Understanding this process in childhood will help researchers design effective interventions to remedy educational inequities in STEM.
Cultural stereotypes and sense of belonging contribute to gender gaps in STEM.
There is a need to help more students succeed in science, technology, engineering, and mathematics (STEM) education, with particular interest in reducing current gender gaps in motivation and participation. We propose a new theoretical model, the STEreotypes, Motivation, and Outcomes (STEMO) developmental model, to account for and integrate recent data emerging in social and developmental psychology. Based on this model, we synthesize research suggesting that social factors, such as stereotypes and self-representations about “belonging,” are powerful contributors to observed gender differences in STEM interest and academic outcomes. The review has four parts. First, we examine how cultural stereotypes specific to STEM contribute to gender gaps by negatively impacting interest and academic outcomes. Second, we review the central role of the self-representations affected by those stereotypes, including the particular importance of a sense of belonging. Third, we discuss various interventions that buffer against stereotypes and enhance a sense of belonging to reduce gender gaps in STEM interest and academic outcomes. Finally, we suggest theory-driven directions for future research. By organizing the research in this way, our review and theoretical analysis clarify key factors contributing to current gender gaps in STEM and mechanisms by which psychological interventions can help address STEM gender gaps.
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- Award ID(s):
- 1661285
- NSF-PAR ID:
- 10180766
- Date Published:
- Journal Name:
- International journal of gender science and technology
- Volume:
- 12
- Issue:
- 1
- ISSN:
- 2040-0748
- Page Range / eLocation ID:
- 152–198
- Format(s):
- Medium: X
- Sponsoring Org:
- National Science Foundation
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