Poster #17 - Intergroup Contact Promotes Expectations of STEM Competency and High-Status Occupations About Marginalized Groups

• In Event: Poster Session 16

Abstract

Children and adults hold gender and race stereotypes about math and science abilities, as well as high-status occupations (He et al., 2019; Miller et al., 2018). These stereotypes can affect how children envision possibilities for their own futures, with girls and Black children less likely to see themselves in high status or STEM (science, technology, engineering, and math) occupations (Bigler et al., 2003; Teig & Susskind, 2008). Decades of research shows intergroup contact can be an important mechanism in reducing outgroup stereotypes (Tropp & Prenovost, 2008; Vezzali & Stathi, 2016). However, little research has examined how gender and racial intergroup contact relates to STEM and occupational stereotyping specifically. In this study, third through fifth grade children (N = 983; 502 females; 58.5% White, 41.5% Ethnic/racial minority; Mage = 9.64 years) participated in a pretest evaluation for a multi-site, randomized control trial to reduce prejudice and promote inclusive friendships. We evaluated children’s pretest reported levels of gender and race intergroup contact, beliefs about the STEM competencies of marginalized peer groups (e.g., girls, Black students), and expectations about high-status occupations (lawyer, doctor, pilot) for these peers. We hypothesized that higher levels of gender intergroup contact would predict more positive STEM competency beliefs about girls (H1), that higher gender intergroup contact would predict more positive expectations of high-status occupations for girls (H2), that higher levels of racial intergroup contact would predict more positive STEM competency beliefs about Black peers (H3), and that higher racial intergroup contact would predict more positive expectations of high-status occupations for Black peers (H4). ANOVAs were conducted to assess these hypotheses.

Confirming H1, we found that high levels of gender intergroup contact predicted more positive STEM competency beliefs about girls, controlling for grade level and gender (F(11, 965) = 5.53, p < .001)(Figure 1). An interaction between gender and intergroup contact (p = .002) showed that for boys, high gender intergroup contact was associated with higher mean STEM competency beliefs about girls, whereas girls tended to hold high mean STEM competency beliefs about girls, regardless of gender intergroup contact. Supporting H2, we found that intergroup contact also significantly predicted higher expectations of girls in high-status occupations, controlling for gender and grade level (F(11, 965) = 3.66, p < .001). To test H3 and H4, we examined STEM beliefs and occupation expectations about Black peers. Confirming H3, racial intergroup contact predicted more positive STEM competency beliefs about Black peers, while grade level and being in the racial majority group (White or Nonwhite) had no effect (F(11, 917) = 3.38, p < .001). H4 was also supported (Figure 2); racial intergroup contact and being in the Nonwhite group predicted higher expectations for Black peers to be in high-status occupations (F(11, 917) = 8.17, p < .001). The findings will be discussed in light of the literature on strategies for increasing STEM engagement.

Authors

• Elise Marie Kaufman, University of Maryland - College Park
  Presenting Author

• Amanda Rose Burkholder, Furman University

• Riley N. Sims, University of Maryland - College Park

• Jacquelyn Glidden, University of Maryland - College Park

• Kathryn M. Yee, University of Maryland - College Park

• Katherine Verity Luken Raz, University of Maryland - College Park

• Melanie A. Killen, University of Maryland - College Park

• Jonquil Rumberger, University of Maryland - College Park

• Marley Bruce Forbes, University of Maryland - College Park