“Born to Code”: Do Nerd-Genius Stereotypes affect High Schoolers’ pSTEM Motivation?

• In Event: The Social Context of STEM Processes and Outcomes among Underrepresented High School Students

Abstract

Introduction. Professionals in physical sciences, technology, engineering, and math (pSTEM) are often stereotyped as geniuses who are socially awkward (Cheryan et al., 2013). These stereotypes may demotivate some students from pursuing pSTEM (e.g., Starr, 2018). In particular they may demotivate girls and underrepresented students of color, given both groups are often not stereotyped as geniuses (e.g., Steele, 2010). However, based on balanced identity theory, these stereotypes may also enhance motivation among students who feel that they fit the stereotype. Adolescence is an important time to investigate how stereotypes affect pSTEM motivation because it is a developmental period when people are exploring their own identities (Lauermann, Tsai, & Eccles, 2017).

Methods. Using balanced identity theory and expectancy-value framework, we investigated the effect of trait-based stereotypes about people in pSTEM among 310 high school students (mean age = 16, 50% girls, 51% Asian, 23% White, 8% Latinx). We examined student’s endorsement of the stereotype that people in pSTEM are geniuses and socially awkward as well the student’s own related self-perceptions. As outcomes, we investigated pSTEM identity, pSTEM expectancy and value beliefs, and pSTEM career motivation (referred to collectively in the results as “pSTEM motivation”). Additionally, as a follow-up with 200 students, we experimentally manipulated the genius stereotype using a short faux-newspaper article, describing a college student majoring in computer science as either a) a gifted student who was “born coding” (stereotypical role model) or b) an average student who had come into coding by accident, but learned he enjoyed it (non-stereotypical role model).

Results. In a path model, we found that genius and socially awkward stereotype endorsement was related to pSTEM identity and motivation. However, the direction of the relationship was moderated by a student’s own self-concepts. When a student’s self-concepts were congruent with a stereotype, the stereotype was positively related to motivation (stereotype lift). However, when self-concepts were incongruent, holding the stereotype was negatively related to a student’s motivation (stereotype threat). This occurred regardless of gender or ethnicity, although girls were marginally less likely to view themselves as naturally gifted in pSTEM when compared to boys. Additionally, we were able to experimentally manipulate the genius stereotype using a short faux-newspaper article. Students who read the non-stereotypical vignette had significantly higher value beliefs (controlling for prior beliefs) when compared to students who read the stereotypical vignette. (Expectancy beliefs did not significantly change.)

Discussion. Our results support balanced identity theory and indicate that stereotypes about people in pSTEM may work to exacerbate gaps in pSTEM by motivating some students while simultaneously demotivating others. Our experiment suggests that the genius stereotype may be simple to invoke using stereotypical descriptions of a pSTEM role model and may decrease pSTEM value. However, our experiment also demonstrates that describing a non-stereotypical role model may reduce stereotypes and increase pSTEM value beliefs among students. To curb the negative effects of these stereotypes, teachers and parents might explicitly address stereotypes about people in pSTEM, discuss non-stereotypical role models, and employ growth mindset interventions.  

Authors

• Christine R Starr, University of California - Irvine
  Presenting Author

• Campbell Leaper, University of California - Santa Cruz
  Non-Presenting Author