Gender and Pandemic Effects on Middle Schoolers' Attitudes Toward Science and Scientists

• In Event: Perceptions of the Self, Social Identities, and STEM Fields: Influences on STEM Motivation and Participation

Abstract

Purpose, Method, and Theoretical framework

Women are still underrepresented in STEM fields (NSF, 2017). Studies of middle schoolers show that boys are more confident in their science abilities, even when science grades for girls and boys are equivalent (Hill et al., 2017). Through an expectancy-value framework (Eccles, 2009), the lower the expectations for success, the less value girls place on an activity. We used questionnaires to assess science attitudes and confidence in 51 middle schoolers (F=22,M=29, 11.3 to 14.3 years old [M=12.65,SD=0.65]) in a rural Title 1 school.

Results

Girls tended to choose “I like science” compared to boys’ “I don’t care about science” (t(48)=-1.76,p=0.08). However, girls reported learning less than boys in science classes (t(49)=1.88,p=0.06), despite no differences in reported grades (t(49)=.17,p=0.42). Girls were more likely to say that they would like to have a scientist help teach in their classroom (t(47.53)=-2.13,p=0.04), and to indicate science-related future careers (t(45)=-1.84,p=.072). Both groups displayed positive in-group biases in pairing pictures with gender-neutral descriptors (“Smart” t(42)=-2.08,p=0.04; “Scientist” t(43)=-4.25,p=0.00).

These data were collected in January 2020. We collected the next wave over a year later, 1 year into the COVID-19 pandemic. This allowed us to assess changes in attitudes towards science during this volatile time. 37 students returned for Time2 (12.44-15.04 years, M=13.9, SD=1.0; F=16, M=20).

From T1 to T2 we found a negative trend in students' perception about scientists and science. Agreement with these statements decreased: “Scientists design new things”, T1:4.26; T2:3.79, (t=2.54,p=.016), “Scientists are smart”, T1:4.56; T2:4.25 (t=2.93,p=.006), “Scientists know a lot”, T1:4.47; T2:4.0 (t=.366,p=.001), “How much did you learn in science class”: T1:2.61; T2:2.33 (t=2.14,p=.039), “Favorite school subject” (science coded higher): T1:3.6; T2:3.29 (t=1.74,p=.090), and “When I come across a science problem, I work until I solve it”, T1:3.43; T2:3.0 (t=2.21,p=.034).

Significance

Overall, at T1 girls were more positive in their attitudes towards science, but lower in their confidence. Both groups displayed positive in-group biases with gender-neutral descriptions of “smart people” and “scientists.” This is in contrast to research showing positive out-group biases from girls by the end of kindergarten regarding intelligence (Bian et al., 2017), but similar to a study showing positive in-group biases towards being a “scientist” (Diaz et al., 2020). Longitudinally, across the pandemic, students demonstrated increases in negative perceptions about science and scientists.

Authors

• Vanessa Diaz, Virginia Tech
  Presenting Author

• Kelly Runyon
  Non-Presenting Author

• Carrie Kroehler
  Non-Presenting Author