Interest in science and math plays an important role in encouraging STEM motivation and career aspirations. This interest decreases for girls between late childhood and adolescence. Relatedly, positive mentoring experiences with female teachers can protect girls against losing interest. The present study examines whether visitors to informal science learning sites (ISLS; science centers, zoos, and aquariums) differ in their expressed science and math interest, as well as their science and math stereotypes following an interaction with either a male or female educator. Participants ( n = 364; early childhood, n = 151, M age = 6.73; late childhood, n = 136, M age = 10.01; adolescence, n = 59, M age = 13.92) were visitors to one of four ISLS in the United States and United Kingdom. Following an interaction with a male or female educator, they reported their math and science interest and responded to math and science gender stereotype measures. Female participants reported greater interest in math following an interaction with a female educator, compared to when they interacted with a male educator. In turn, female participants who interacted with a female educator were less likely to report male-biased math gender stereotypes. Self-reported science interest did not differ as a function of educator gender. Together these findings suggest that, when aiming to encourage STEM interest and challenge gender stereotypes in informal settings, we must consider the importance of the gender of educators and learners.
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Impact of Youth and Adult Informal Science Educators on Youth Learning at Exhibits
The impact of educators in informal science learning sites (ISLS) remains
understudied from the perspective of youth visitors. Less is known
about whether engagement with educators differs based on the age
and gender of both visitor and educator. Here, visitors (5–17 years old)
to six ISLS in the United States and United Kingdom (n¼488, female
n¼244) were surveyed following an interaction with either a youth
(14–18 -years old) or adult educator (19þ years old). For participants
who reported lower interest in the exhibit, more educator engagement
was related to greater self-reported learning. Younger children and adolescents
reported more engagement with an adult educator, whereas
engagement in middle childhood did not differ based on educator age.
Participants in middle childhood showed a trend toward answering
more conceptual knowledge questions correctly following an interaction
with a youth educator. Together, these findings emphasize the
promise of tailoring educator experiences to visitor demographics.
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- Award ID(s):
- 1831593
- NSF-PAR ID:
- 10303927
- Date Published:
- Journal Name:
- Visitor Studies
- ISSN:
- 1064-5578
- Format(s):
- Medium: X
- Sponsoring Org:
- National Science Foundation
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- Free Publicly Accessible Full Text
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Accepted Manuscript1.0
- Journal Article:
- https://doi.org/10.1080/10645578.2021.1930467
