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Title: Family science capital moderates gender differences in parent–child scientific conversation
This study examined whether variation in parent–child conversations about scientific processes can be explained by child gender and the science-related resources available to parents, known as scientific capital. Parents of 4- and 5-year-old children (N = 70) from across the United States completed a survey of science capital and were then videotaped with their children at home interacting with two science activities (i.e., balance scale and circuit toy). Videos were transcribed and analyzed for parents’ science process language. Results indicated that parents’ science process language occurred significantly more often during conversations with boys, among families with higher levels of scientific capital, and during the scale activity. Gender differences in science process language were not apparent at higher levels of science capital and during the scale activity. These effects speak to the need for measuring child, family, and contextual characteristics when identifying factors that promote children’s early science engagement and learning. Results are discussed in terms of future interventions that could build scientific capital as a means to counteract stereotypes around gender and science.  more » « less
Award ID(s):
2125940
PAR ID:
10543407
Author(s) / Creator(s):
Publisher / Repository:
Elsevier
Date Published:
Journal Name:
Journal of Experimental Child Psychology
Volume:
247
Issue:
C
ISSN:
0022-0965
Page Range / eLocation ID:
106020
Format(s):
Medium: X
Sponsoring Org:
National Science Foundation
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