Links Between Gender Stereotypes and Gender Gaps in STEM Motivation in Childhood and Adolescence

• In Event: Bridging Equity Gaps in STEM: Insights from the Upcoming Handbook on Gender and STEM

Abstract

Objectives
This presentation examines the relation between gender stereotypes and gender gaps in science, technology, engineering, and math (STEM) motivation during childhood and adolescence (Grades K-12). It aims to explain how stereotypes about ability and interest form and contribute to the underrepresentation of girls and women, particularly in fields such as computer science and engineering. It also aims to offer developmentally informed strategies to counteract these trends.

Theoretical Framework
The presentation provides a theoretical framework that integrates gender self-socialization theory and situated expectancy-value theory to clarify how gender stereotypes impact students’ self-perceptions, motivation, and academic outcomes in STEM (Figure 2.1). Gender self-socialization theory describes how children’s gender identity and gender stereotypes work together to influence their self-perceptions (Tobin et al., 2010). Situated expectancy-value theory explains how sociocultural experiences shape this process, and how self-perceptions influence children’s expectations of success and the subjective value they place on STEM domains (Eccles & Wigfield, 2020). This dual framework sheds light on how children internalize stereotypes as part of their self-concept and how these beliefs influence their long-term educational and career trajectories.

Methods and Evidence
We review the various types and measurements of STEM stereotypes. This is a conceptual and integrative analysis that draws upon quantitative and qualitative findings from empirical studies in psychology and education. The presentation highlights research using direct measures (e.g., self-report) and indirect measures (e.g., Implicit Association Tests), as well as experimental studies, to map the emergence and impact of stereotypes across age groups with attention to intersectionality (e.g., Master et al., 2021; Miller et al., 2024). We highlight past experimental studies that demonstrated the causal influences of gender stereotypes on STEM motivation. Key sources include studies that measured gendered beliefs about ability and interest in math and computing, as well as interventions that utilized classroom cues, curriculum redesign, and exposure to role models.

Conclusions
Research consistently shows that stereotypes associating STEM ability and interest with boys begin early, and intensify during middle childhood and adolescence. Interest stereotypes, in particular (e.g., “girls aren’t interested in coding”), may undermine girls’ motivation even more than ability stereotypes. These stereotypes reduce girls’ expectancies for success, sense of belonging, and subjective task value, especially in male-dominated STEM fields. However, interventions that counteract stereotypes, such as inclusive classroom design, non-stereotypical language, and exposure to counter-stereotypical role models, can meaningfully improve motivation and increase participation.

Scholarly Significance
Understanding how and when gender stereotypes develop and influence motivation is crucial to designing effective, equity-oriented interventions. This work contributes to future-facing education research by identifying key leverage points across development for addressing persistent gender inequities in STEM. It aligns with the AERA 2026 theme by “unforgetting” how early sociocultural dynamics shape educational opportunity and imagining inclusive futures where all children see STEM as for “people like me.” The analysis recommends shifting how STEM is presented and who is represented to promote broader participation and identity-congruent engagement.

Authors

• Paul Anthony Turcotte, University of Houston

• Sydney Baker, University of Houston

• Kahyun Lee, University of Houston

• Allison Master, University of Houston