Societal stereotypes depict girls as less interested than boys in computer science and engineering. We demonstrate the existence of these stereotypes among children and adolescents from first to 12th grade and their potential negative consequences for girls’ subsequent participation in these fields. Studies 1 and 2 ( n = 2,277; one preregistered) reveal that children as young as age six (first grade) and adolescents across multiple racial/ethnic and gender intersections (Black, Latinx, Asian, and White girls and boys) endorse stereotypes that girls are less interested than boys in computer science and engineering. The more that individual girls endorse gender-interest stereotypes favoring boys in computer science and engineering, the lower their own interest and sense of belonging in these fields. These gender-interest stereotypes are endorsed even more strongly than gender stereotypes about computer science and engineering abilities. Studies 3 and 4 ( n = 172; both preregistered) experimentally demonstrate that 8- to 9-y-old girls are significantly less interested in an activity marked with a gender stereotype (“girls are less interested in this activity than boys”) compared to an activity with no such stereotype (“girls and boys are equally interested in this activity”). Taken together, both ecologically valid real-world studies (Studies 1 and 2) and controlled preregistered laboratory experiments (Studies 3 and 4) reveal that stereotypes that girls are less interested than boys in computer science and engineering emerge early and may contribute to gender disparities.
more »
« less
Beyond biology: The importance of cultural factors in explaining gender disparities in STEM preferences
Gender disparities in participation in many STEM fields, particularly computer science, engineering, and physics, remain prevalent in Western societies. Stewart-Williams and Halsey contend that an important contributor to these disparities is gender differences in career-related preferences that are driven partly by biology. We argue that Stewart-Williams and Halsey understate the influence of cultural factors in shaping these preferences. We provide evidence for an important and overlooked cultural factor that contributes to gender disparities in computer science, engineering, and physics: masculine defaults. Masculine defaults exist when cultures value and reward traits and characteristics associated with the male gender role and see them as standard ( Cheryan & Markus, 2020 ). We provide examples of how changing computer science, engineering, and physics cultures can decrease gender disparities in participation. Finally, we discuss policy implications, specifically the importance of (1) recognizing that preferences for STEM are malleable and (2) addressing exclusionary cultures of STEM fields. Recognizing and changing exclusionary STEM cultures are important for creating a society that is more just and equitable.
more »
« less
- Award ID(s):
- 1919218
- PAR ID:
- 10301125
- Date Published:
- Journal Name:
- European Journal of Personality
- Volume:
- 35
- Issue:
- 1
- ISSN:
- 0890-2070
- Page Range / eLocation ID:
- 45 to 50
- Format(s):
- Medium: X
- Sponsoring Org:
- National Science Foundation
More Like this
-
-
The underrepresentation of women in science, technology, engineering and mathematics (STEM) fields has been a subject of extensive research and policy debate. However, there is limited clarity regarding the specific mechanisms that generate these disparities, and which interventions are most effective in reducing the gap. In this study, we use causal decomposition analysis to estimate how the gender gap in STEM participation would change if we were to intervene on women’s self-efficacy beliefs in mathematics. Women tend to underestimate their abilities in math-related fields, which can affect their educational and career choices. The question we ask is to what extent the gender gap in individuals’ enrollment in STEM majors and identification with mathematics would be reduced if self-efficacy in mathematics were set to be equal across gender categories. The results suggest that equalizing this target factor will reduce the observed disparities in math identity by 53%, and in the enrollment of STEM majors by 2.5%. The modest influence of self-efficacy on enrollment disparities suggests that it is not the predominant factor. We discuss the implications of our empirical findings, as well as how causal decomposition analysis can benefit social and behavioral disparities research.more » « less
-
There is a national interest in United States women’s underrepresentation in science, technology, engineering, and mathematics (STEM); however, gender inequality in the social sciences has not received similar attention. Although women increasingly earn postgraduate degrees in the social sciences, women faculty still experience gender inequities. Consistent gender inequities include slower career advancement, blunted salaries, unequal workloads, work-life conflict, systemic gender biases, underrepresentation in positions of power, and hostile work environments. Cultural biases suggest that once women have achieved parity, gender bias no longer exists. This review challenges that notion by providing evidence from social science domains in which women are well-represented but continue to face systemic gender biases. We examine cultural influences on gender representation and career advancement in psychology, economics, political science, sociology, and anthropology. We make interdisciplinary comparisons of career trajectories and salaries using national data, documenting patterns across the social sciences. For example, women economists face gendered standards in publishing, and women political scientists are less likely to have their work cited than men. Furthermore, data show that salaries become stagnant as the representation of women in these fields increases. These disparities reflect cultural biases in perceptions of women’s competence stemming from social role theory. We discuss best practices to address these problems, focusing on the ADVANCE organizational change programs funded by the National Science Foundation that target (a) improving academic climate, (b) providing professional development, and (c) fostering social networking. Federally supported interventions can reveal systemic gender biases in academia and reduce gender disparities for women academics in the social sciences.more » « less
-
Although gender parity has been achieved in some STEM fields, gender disparities persist in computing, one of the fastest-growing and highest-earning career fields. In this systematic literature review, we expand upon academic momentum theory to categorize computing interventions intended to make computing environments more inclusive to girls and women and consider how those characteristics vary by the success of the intervention. Particular attention is given to the efficacy of broadening participation and success for women in computer science, information technology, and related fields. After scrutinizing 168 relevant studies, 48 met the inclusion criteria and were included. We introduce a framework for gender equity in computing, expanding on existing research on academic and STEM momentum to encompass new domains representing social and structural momentum. Our analysis reveals the complex roles of intervention domains, strategies, goals, levels, and duration in shaping their efficacy. Implications for theory, research, and practice are discussed.more » « less
-
null (Ed.)Undergraduate mathematics education can be experienced in discouraging and marginalizing ways among Black students, Latin students, and white women. Precalculus and calculus courses, in particular, operate as gatekeepers that contribute to racialized and gendered attrition in persistence with mathematics coursework and pursuits in STEM (science, technology, engineering, and mathematics). However, student perceptions of instruction in these introductory mathematics courses have yet to be systematically examined as a contributor to such attrition. This paper presents findings from a study of 20 historically marginalized students’ perceptions of precalculus and calculus instruction to document features that they found discouraging and marginalizing. Our analysis revealed how students across different race-gender identities reported stereotyping as well as issues of representation in introductory mathematics classrooms and STEM fields as shaping their perceptions of instruction. These perceptions pointed to the operation of three racialized and gendered mechanisms in instruction: (i) creating differential opportunities for participation and support, (ii) limiting support from same-race, same-gender peers to manage negativity in instruction, and (iii) activating exclusionary ideas about who belongs in STEM fields. We draw on our findings to raise implications for research and practice in undergraduate mathematics education.more » « less
An official website of the United States government

