Gender stereotypes are harmful for girls’ enrollment and performance in science and mathematics. So far, less is known about children’s and adolescents’ stereotypes regarding technology and engineering. In the current study, participants’ (
- NSF-PAR ID:
- 10310489
- Date Published:
- Journal Name:
- Proceedings of the National Academy of Sciences
- Volume:
- 118
- Issue:
- 48
- ISSN:
- 0027-8424
- Format(s):
- Medium: X
- Sponsoring Org:
- National Science Foundation
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Abstract N = 1,206, girlsn = 623; 5–17-years-old,M = 8.63,SD = 2.81) gender stereotypes for each of the STEM (science, technology, engineering, and mathematics) domains were assessed along with the relation between these stereotypes and a peer selection task in a STEM context. Participants reported beliefs that boys are usually more skilled than are girls in the domains of engineering and technology; however, participants did not report gender differences in ability/performance in science and mathematics. Responses to the stereotype measures in favor of one’s in-group were greater for younger participants than older participants for both boys and girls. Perceptions that boys are usually better than girls at science were related to a greater likelihood of selecting a boy for help with a science question. These findings document the importance of domain specificity, even within STEM, in attempts to measure and challenge gender stereotypes in childhood and adolescence. -
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Abstract Investigating how children think about leadership may inform theories of the gender gaps in leadership among adults. In three studies (
N = 492 U.S. children ages 5–10 years), we investigated (1) whether children expect those who claim leadership roles within a peer group to elicit social support and cooperation from the group, (2) children’s own interest and self-efficacy in such roles, and (3) the influence of contextual cues (e.g., how leader roles are described) on children’s reasoning about and interest in leadership. We also explored differences based on children’s race/ethnicity. In Study 1, girls expected lower social support for child leaders than boys did. However, in Study 2, we found no evidence that girls are less interested in leadership. In addition, interest in leadership increased with age among White girls but decreased among White boys and girls and boys of color. In Study 3, we tested whether interest in a leader role is boosted (particularly among girls) by describing the role as helpful for the group and by providing gender-balanced peer role models. Regardless of gender, children in the helpful or “communal” (vs. “agentic”) leader condition were more interested in the leader role, anticipated stronger social support and cooperation from others, and reported higher self-efficacy as leaders. The gender composition of role models had little impact. This research underscores the early development of children’s attitudes toward leadership and highlights the potential value in early interventions to nurture children’s leadership ambitions. -
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.more » « less
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Abstract Despite increasing advocacy for gender equality, gender prejudice and discrimination persist. The origins of these biases develop in early childhood, but it is less clear whether (1) children's gender attitudes predict discrimination and (2) gender attitudes and discrimination vary by ethnicity and US region. We examine these questions with an ethnically (Asian, Black, Latinx and White) and geographically (Northeast, Pacific Northwest, West, Southeast and Hawaii) diverse sample of 4‐ to 6‐year‐old children (
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Abstract Objective Engaging in romantic relationships in adolescence may inadvertently increase participation in appearance culture and the risk for eating pathology. Little research has considered this effect, particularly as it relates to adolescents' gender identity and sexual attraction. Therefore, this study examined the associations among relationship status, gender, and sexual attraction in adolescents' eating pathology.
Methods Data from the first wave of the EveryBODY study, a large sample of Australian adolescents aged 11–19 years (
n = 3262,M age = 15.00, 53.80% girls), were used. Participants reported their relationship status and eating pathology (fasting, purging, binge eating, driven exercise, steroid use, and shape/weight concerns) using an online survey.Results Logistic regressions adjusting for age and BMI percentile revealed that romantic relationships were associated with higher adjusted odds (AORs) for reporting clinical frequency/severity threshold of fasting, purging, steroid use, and shape and weight concerns (AORs: 1.34–3.68). Relative to boys, girls had higher adjusted odds of reporting clinical frequency/severity threshold of all eating disorder features (AORs: 1.47–7.40), except for steroid use for muscle gain. Adolescents who reported same‐sex attraction, were unsure of their sexual attraction, or did not endorse any sexual attraction had greater adjusted odds of reporting clinical frequency/severity threshold of fasting, purging, and shape and weight concerns (AORs: 1.35–1.83) than those with only other‐sex sexual attraction. Interactions among relationship status, gender, and sexual attraction were nonsignificant.
Conclusions Romantic experience emerged as a novel correlate for adolescents' eating pathology. Future research should uncover the contextual factors within relationships that may contribute to this association.
Public Significance The initiation of romantic relationships is normative during adolescence. However, adolescents' romantic desirability is often determined by their physical appearance, increasing the risk for eating pathology. Among a large sample of Australian adolescents, romantic involvement was associated with greater likelihood of clinical threshold eating pathology for adolescent boys and girls, regardless of sexual attraction. It is urgent to identify the factors within romantic relationships that are associated with eating pathology.
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Accepted Manuscript1.0
- Journal Article:
- https://doi.org/10.1073/pnas.2100030118
