Gender stereotypes and peer evaluation in science, technology, engineering and mathematics across childhood and adolescence

• In Event: STEM: Cognition, Motivations, and Interventions

Abstract

There is a gender gap in Science, Technology, Engineering, and Mathematics (STEM) education that presents a worldwide problem of inequity. Developmental research demonstrates that engagement in STEM can wane, especially for girls, from middle childhood into adolescence. This research also shows that stereotypes associating STEM with males act as barriers that prevent girls from developing interests in STEM. So far, less is known about children’s and adolescents’ stereotypes regarding technology and engineering.
The present study includes a systematic examination of gender stereotypes in each of the STEM domains. In a first task, participants’ (n = 1,206, female n = 623, 5 – 17-years-old) gender stereotypes for each of the STEM domains were assessed by asking participants about boys and girls abilities in these areas (e.g. “I think that boys usually do well in technology (e.g. using computers)” 0 = not true at all, 100 = very true). While male participants demonstrated in-group bias in the domains of science and math, this was relatively lower in middle childhood (9 – 11-years) and adolescence (12 – 17-years) as compared to early childhood (5 – 8-years). In contrast, in the domains of engineering and technology, all participants independent of age group and gender responded in favour of boys’ ability in these areas as compared to girls.
In order to examine the consequences of these STEM gender stereotypes, a second task presented participants with a vignette regarding a hypothetical after-school science club. In this task, participants were asked to select either a male or female peer (descriptions of peers were matched for STEM ability and interest) for help with a difficult science question. Participants who responded in favor of male science ability in their stereotype responses were more likely to select a male peer for help in the after-school science club context.
Attempts to challenge inequity in gender representation in these areas requires recognition that children’s and adolescents’ ideas about who is usually skilled vary by STEM domain. In some areas (e.g. math) ideas about gender and ability are more equitable than in others (e.g. engineering). Crucially, our second task demonstrates that these stereotypes have measurable consequences for inclusion of peers in a STEM context among children from 5-years-old. Therefore, targeting these stereotypes in the classroom ought to be a key target for promoting STEM inclusion in childhood and adolescence.

Authors

• Luke McGuire, University Of Exeter
  Presenting Author

• Adam J. Hoffman, Cornell University
  Non-Presenting Author

• Kelly Lynn S Mulvey, North Carolina State University
  Non-Presenting Author

• Adam Hartstone-Rose, North Carolina State University
  Non-Presenting Author

• Mark Winterbottom, University of Cambridge
  Non-Presenting Author

• Angelina Joy, Purdue University, West Lafayette
  Non-Presenting Author

• Fidelia Law, University Of Exeter
  Non-Presenting Author

• Frances Balkwill, Queen Mary University of London
  Non-Presenting Author

• Karen Burns, Virginia Aquarium
  Non-Presenting Author

• Melissa Chatton, Florence Nightingale Museum London
  Non-Presenting Author

• Marc Drews, EdVenture Children’s Museum
  Non-Presenting Author

• Natalie Eaves, Birmingham Museums
  Non-Presenting Author

• Grace Fields, Riverbanks Zoo
  Non-Presenting Author

• Adam Rutland, University Of Exeter
  Non-Presenting Author