Teachers' Scientific Questions Differ by Child Gender in the Classroom

• In Event: The Ecology and Development of STEM Learning: Factors Influencing STEM Learning Across the Life Span

Abstract

Prior research highlights subtle differences in the messages that adults send children about STEM that may contribute to their beliefs about their STEM ability. Here, we investigated how teachers’ scientific questions differ based on child gender in a preschool classroom. We collected video footage in a mixed-age group classroom at the science table and block area. The videos were searched for teacher-initiated questions, resulting in 279 teacher-initiated information-seeking scientific questions. Only 19% of causal questions were directed to girls and only 29% of fact-based questions were directed to girls. Teachers direct more causal and fact-based questions to boys versus girls. These data indicate that teachers may have implicit biases that might lead to different conversations around STEM with their learners.

Authors

• Sona Kumar, Purdue University

• Amanda S Haber, Fairfield University

• Kathleen H. Corriveau, Boston University