Children’s Endorsement of Occupational and STEM Gender Stereotypes: A Multidimensional Examination

• In Event: Gender Gaps in STEM: Teacher Practices and Biases, Other-gender Peer Relationships, and Children’s Stereotypes

Abstract

Despite the extensive literature documenting children’s early conceptions of gender, little research has examined if developmental patterns depend on the multidimensional nature of stereotypes. Applying a multidimensional framework raises important questions that include examining if children display different levels of endorsement when thinking about distinct gender stereotype constructs (e.g., competence, interest, or inclusion stereotypes) or when making decisions about feminine versus masculine stereotypes. Because gender stereotype beliefs are critical in children’s academic choices and performance, it is essential that research apply a more nuanced approach to examining gendered cognitions. The present research introduces a multidimensional framework to the study of gender stereotypes by examining, across two studies, if children’s endorsement depends on stereotype construct and gender role.
Study 1 included 539 (53% female) ethnically diverse elementary school students across three grade groups: early (kindergarten/1st grade), middle (2nd/3rd grade), and upper (4th/5th grade). The stereotype measure included 9 masculine and 5 feminine occupations (COAT scales; Liben & Bigler, 2002). Children were asked who they think are good at the occupations (competence) and who they think the occupations are for (inclusion) on a 0 (only boys), 1 (both boys and girls), or 2 (only girls) scale. Students reported a higher proportion of stereotyped responses when making competence (M = .51, SE = .01) than inclusion (M = .47, SE = .01) decisions. For feminine stereotypes, early students (M = .51, SE = .02) endorsed less stereotyped responses when compared to middle (M = .61, SE = .02; p = .002) and upper (M = .64, SE = .02; p < .001) students, but for masculine stereotypes, early students (M = .44, SE = .02) provided more stereotyped responses than middle (M = .38, SE = .02; p = .032) and upper (M = .36, SE = .02; p = .002) students.
Study 2 included 974 (50% female) ethnically diverse elementary school students who were divided into the same grade groups as Study 1. Children were asked who they think are good at each STEM domain (competence) and who they think likes each STEM domain (interest). Findings revealed that, overall, boys (M = .39, SE = .01) provided more stereotyped responses than girls (M = .26, SE = .01) and that early students (M = .41, SE = .02) provided more stereotypes responses than middle (M = .32, SE = .01; p < .001) and late (M = .24, SE = .01; p < .001) students. Analyses also indicated that, regardless of gender or grade, children were more likely to choose “only boys” or “more boys than girls” when making interest (M = .34, SE = .01) than competency (M = .31, SE = .01) decisions.
The present studies illustrate that gender stereotype endorsement varies according to stereotype construct within the occupational and STEM domains and that, in contrast to existing research and theoretical predictions, developmental patterns regarding flexibility depend on whether children are making feminine versus masculine decisions. Conclusions and educational implications on promoting inclusive educational environments will be discussed.

Authors

• Cindy Faith Miller, Texas State University
  Presenting Author

• Lorey A Wheeler, University of Nebraska - Lincoln

• Bobbi Woods