STEM gender stereotypes from early childhood through adolescence at informal science centers

Luke Mcguire,Kelly Lynn Mulvey,Eric Goff,Matthew J Irvin,Mark Winterbottom,Grace E Fields,Adam Hartstone-Rose,Adam Rutland

doi:10.1016/j.appdev.2020.101109

Abstract

Stereotypes about science, technology, engineering and mathematics (STEM) are associated with reduced STEM engagement amongst girls and women. The present study examined these stereotypes from early childhood through adolescence within informal science learning sites (ISLS; science museums, zoos, aquariums). Further, the study explored whether interactions with male or female educators influenced STEM stereotypes. Participants (n = 997, female = 572) were ISLS visitors in the UK and USA who either interacted with an educator, or no educator. With age participants were more likely to report that “both boys and girls” are “usually”, “should” be, and “can” be good at STEM. Independent of age, male participants reported that their own gender group “should” be good at STEM. Educator interactions did not influence stereotype responses. These results highlight early childhood as a key developmental window in which to challenge ideas about who can and should be proficient in STEM.

Highlights

Gender stereotypes about who can be, should be and is usually good at science, technology, engineering and mathematics (STEM) have long-lasting consequences for engagement with and motivation towards STEM domains
The present study extends existing work related to STEM gender stereotypes by examining the development of these stereotypes between early childhood and adolescence
We examined whether participants' STEM gender stereotype awareness, endorsement and flexibility varied following an interaction with a female educator, compared to a male educator, or a situation where no educator interaction took place

Summary

Introduction

Gender stereotypes about who can be, should be and is usually good at science, technology, engineering and mathematics (STEM) have long-lasting consequences for engagement with and motivation towards STEM domains These stereotypes emerge in childhood (Cvencek, Meltzoff, & Greenwald, 2011) and are reinforced in adolescence by the presence of male teachers in STEM subjects and an imbalanced classroom gender composition (Riegle-Crumb, Moore, & Buontempo, 2017). These stereotypes persist in to the work place and broader society, making an impact on representation of women in the STEM fields. This study examines the potential influence of interactions with informal STEM learning educators on children's and adolescent's STEM gender stereotypes

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Discussion

Conclusion