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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. 

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. 

In the ongoing COVID-19 pandemic, public health experts have produced guidelines to limit the spread of the coronavirus, but individuals do not always comply with experts’ recommendations. Here, we tested whether a specific psychological belief—identification with all humanity—predicts cooperation with public health guidelines as well as helpful behavior during the COVID-19 pandemic. We hypothesized that peoples’ endorsement of this belief—their relative perception of a connection and moral commitment to other humans—would predict their tendencies to adopt World Health Organization (WHO) guidelines and to help others. To assess this, we conducted a global online study ( N = 2537 participants) of four WHO-recommended health behaviors and four pandemic-related moral dilemmas that we constructed to be relevant to helping others at a potential cost to oneself. We used generalized linear mixed models (GLMM) that included 10 predictor variables (demographic, contextual, and psychological) for each of five outcome measures (a WHO cooperative health behavior score, plus responses to each of our four moral, helping dilemmas). Identification with all humanity was the most consistent and consequential predictor of individuals’ cooperative health behavior and helpful responding. Analyses showed that the identification with all humanity significantly predicted each of the five outcomes while controlling for the other variables ( P range < 10 −22 to < 0.009). The mean effect size of the identification with all humanity predictor on these outcomes was more than twice as large as the effect sizes of other predictors. Identification with all humanity is a psychological construct that, through targeted interventions, may help scientists and policymakers to better understand and promote cooperative health behavior and help-oriented concern for others during the current pandemic as well as in future humanitarian crises. 

There is a need to help more students succeed in science, technology, engineering, and mathematics (STEM) education, with particular interest in reducing current gender gaps in motivation and participation. We propose a new theoretical model, the STEreotypes, Motivation, and Outcomes (STEMO) developmental model, to account for and integrate recent data emerging in social and developmental psychology. Based on this model, we synthesize research suggesting that social factors, such as stereotypes and self-representations about “belonging,” are powerful contributors to observed gender differences in STEM interest and academic outcomes. The review has four parts. First, we examine how cultural stereotypes specific to STEM contribute to gender gaps by negatively impacting interest and academic outcomes. Second, we review the central role of the self-representations affected by those stereotypes, including the particular importance of a sense of belonging. Third, we discuss various interventions that buffer against stereotypes and enhance a sense of belonging to reduce gender gaps in STEM interest and academic outcomes. Finally, we suggest theory-driven directions for future research. By organizing the research in this way, our review and theoretical analysis clarify key factors contributing to current gender gaps in STEM and mechanisms by which psychological interventions can help address STEM gender gaps. 

Children’s math self-concepts—their beliefs about themselves and math—are important for teachers, parents, and students, because they are linked to academic motivation, choices, and outcomes. There have been several attempts at improving math achievement based on the training of math skills. Here we took a complementary approach and conducted an intervention study to boost children’s math self-concepts. Our primary objective was to assess the feasibility of whether a novel multicomponent intervention—one that combines explicit and implicit approaches to help children form more positive beliefs linking themselves and math—can be administered in an authentic school setting. The intervention was conducted in Spain, a country in which math achievement is below the average of other OECD countries. We tested third grade students ( N = 180; M age = 8.79 years; 96 girls), using treatment and comparison groups and pre- and posttest assessments. A novelty of this study is that we used both implicit and explicit measures of children’s math self-concepts. For a subsample of students, we also obtained an assessment of year-end math achievement. Math self-concepts in the treatment and comparison groups did not significantly differ at pretest. Students in the treatment group demonstrated a significant increase in math self-concepts from pretest to posttest; students in the comparison group did not. In the treatment group, implicit math self-concepts at posttest were associated with higher year-end math achievement, assessed approximately 3 months after the completion of the intervention. Taken together, the results suggest that math self-concepts are malleable and that social–cognitive interventions can boost children’s beliefs about themselves and math. Based on the favorable results of this feasibility study, it is appropriate to formally test this novel multicomponent approach for improving math self-concepts using randomized controlled trial (RCT) design. 

Research Findings: Two hundred and sixty-seven Chilean children from grades 1–3, their fathers and their mothers completed measures of implicit and explicit math-related beliefs (math–gender stereotypes, math selfconcepts) and feelings (math anxiety), as well as tests of mathematical achievement. Children, fathers, and mothers exhibited stereotypes that link math with males. More specifically, mothers identified more with language than with math, while fathers and children identified more with math than with language. Path analyses models revealed that children’s explicit math self-concepts significantly predicted their actual math achievement. Children’s explicit self-concept was, in turn, explained marginally by the mathematical anxiety of their mothers. Practice or Policy: These results contribute to our understanding of the relation between parental and children’s beliefs and children’s math achievement during early elementary school years. In countries such as Chile, with a significant gender gap in math achievement, these findings may highlight relevant aspects to consider when designing interventions aimed at educational equity and providing equal mathematical learning opportunities to boys and girls.