Examining Preschool Science Achievement and Peer Play: Can It Reduce the Science Gender Gap?

• In Event: Marriott Roundtable Session 40
  In Roundtable Session: The Science Gender Gap: Impactful Factors and Potential Interventions

Abstract

The science gender gap is evident by middle school but research has not examined the presence of this gender gap in preschool-aged children. Preschooler’s positive peer play skills promote academic achievement in math and reading, yet this has not been extended to science. The present study examined the relationship between gender, science, and peer play skills in a sample of preschoolers from low-income homes. The sample included 201 children ranging from three to five years old. Gender did not moderate the relationship between peer play and science school readiness. However, females were rated higher on positive peer play skills. Children who demonstrated higher levels of positive peer play skills scored significantly higher in science, suggesting an advantage for females.

Authors

• Elizabeth Frechette, University of Miami

• Silvia Niño, University of Miami