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STEM disciplines are traditionally stereotyped as being for men and boys. However, in two preregistered studies of Grades 1 to 12 students in the United States (N = 2,765), we find a significant divergence in students’ gender stereotypes about different STEM fields. Gender stereotypes about computer science and engineering more strongly favored boys than did gender stereotypes about math and science. These patterns hold across genders, intersections of gender and race/ethnicity, and two geographical regions. This divergence between different STEM fields was evident, although smaller, for children in elementary school compared to adolescents (students in middle school and high school). The divergence in stereotypes predicted students’ divergence in motivation for entering these fields. Gender stereotypes on average slightly favored girls in math and were egalitarian or slightly favored girls in science, while boys remained strongly favored for computer science and engineering, with implications for educational equity and targeted interventions. 

Abstract Women may experience lower rates of entry and success into certain academic and professional spaces because of their observations that their work contributions are less valued than men's. We introducesense of matteringas a mechanism that may help explain women's underrepresentation in male‐dominated fields and leadership roles, distinguish it from related constructs, and advance a theoretical framework for how sense of mattering may shape gender disparities. Women's professional contributions are often undervalued, and women perceive and anticipate this unfair disadvantage, which may in turn limit their success, retention, and representation in stereotypically masculine spaces and roles. Attending to sense of mattering has the potential to improve upon past attempts to reduce gender disparities by emphasizing the importance of increasing the extent to which women's contributions are recognized and valued.