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.
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Gender Stereotypes and Peer Selection in STEM Domains Among Children and Adolescents
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’ (
- Award ID(s):
- 1831593
- PAR ID:
- 10378879
- Publisher / Repository:
- Springer Science + Business Media
- Date Published:
- Journal Name:
- Sex Roles
- Volume:
- 87
- Issue:
- 9-10
- ISSN:
- 0360-0025
- Page Range / eLocation ID:
- p. 455-470
- Format(s):
- Medium: X
- Sponsoring Org:
- National Science Foundation
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Abstract The current study explores differences in messages that preschool teachers send girls and boys about science, technology, engineering, and math (STEM). Video footage of a preschool classroom (16 hr;
N = 6 teachers; 20 children) was transcribed. Teachers' questions were coded for question‐type and whether the question was directed to a boy or a girl. Teachers directed significantly more scientific questions to boys than to girls. However, boys spent more time than girls in the science areas of the classroom and teachers directed questions to boys and girls at similar rates. These findings highlight how as early as the preschool years, girls and boys may receive different messages about how to approach science. -
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 Background To accurately measure students' science, technology, engineering and mathematics (STEM) career interest, researchers must get inside the ‘black box’ to understand students' conceptualizations of STEM careers.
Aims The aim of Study 1 was to explore whether students' conceptualizations of STEM included medical careers. The aim of Study 2 was to explore whether predictors of STEM career interest (e.g., gender and motivation) varied by STEM definition (inclusion/exclusion of medical careers).
Samples In Study 1, the sample was US college students (
N = 125) who were mostly White (80%). In Study 2, the sample was US 10th‐grade high school students (N = 455) who were mostly Black (79%).Methods In Study 1, students completed an online questionnaire. In Study 2, students completed various measures of math achievement, motivation (science and math expectancies of success, interest and importance value) and career interest with an importance.
Results In Study 1, medical careers were less often classified as STEM careers than traditional STEM careers, but more often classified as STEM than non‐STEM careers. In Study 2, science importance value was the only motivational predictor of students' STEM+Medicine career interest, and no motivation constructs predicted traditional STEM career interest. Boys expressed greater interest in traditional STEM careers, while girls expressed greater interest in STEM+Medicine careers.
Conclusions Students' conceptualizations of STEM are not binary. Thus, we recommend researchers are explicit about their definition of STEM with study participants, in their coding and in their publications.
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Abstract We draw from ecological systems and social psychological theories to elucidate macrosystem‐ and microsystem‐level variables that promote and maintain gender inequities in science, technology, engineering, and math (STEM). Because gender‐STEM stereotypes undermine girls’ (and women's), but boosts boys’ (and men's), STEM interest and success, we review how they operate in STEM learning environments to differentially socialize girls and boys and undermine gender integroup relations. We propose seven practice recommendations to improve STEM K‐12 education: (1) design relational classrooms, (2) teach the history of gender inequality and bias, (3) foster collaborative and cooperative classrooms, (4) promote active learning and growth mindset strategies, (5) reframing STEM as inclusive, (6) create near‐peer mentorship programs, and (7) re‐imagine evaluation metrics. To support these practice recommendations, three policy recommendations are posited: (1) increase teacher autonomy, training, and representation, (2) re‐evaluate standardized testing, and (3) reallocate and increase government funding for public schools.
