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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.
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This content will become publicly available on May 1, 2026
Gender Differences, or Lack Thereof, in the Early Home Science Environment
ABSTRACT As women are underrepresented in STEM and the home learning environment has been associated with children's science knowledge, this study focuses on the home science environment as an area where gender differences may occur. To identify potential antecedents of gender differences, this study examined whether there were mean differences in the frequency of parent engagement in science content, processes and resources by child gender and parent relation. 906 parents of 1‐ to 6‐year‐old children (67% female, 86% White, 50% female children) completed a cross‐sectional online survey about the home science environment. Results indicate no significant differences in the frequency of science engagement between parents of girls and parents of boys and between mothers and fathers (η2 < 0.01). We did not find any significant gender differences in parents' reports of their frequency of engagement in early home science activities across content, processes and resources.
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- PAR ID:
- 10644701
- Publisher / Repository:
- Wiley
- Date Published:
- Journal Name:
- Infant and Child Development
- Volume:
- 34
- Issue:
- 3
- ISSN:
- 1522-7227
- Format(s):
- Medium: X
- Sponsoring Org:
- National Science Foundation
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