Poster #188 - Peer Group Belonging: Gender Stereotypes Matter for Girls

• In Event: 3-106 - Poster Session 11
  In Poster Session: PS 11 Section - Sex, Gender

Integrative Statement

To explain why many high school girls with high achievement in math and science classes fail to pursue STEM majors and careers, scholars have pointed to the significance of peer experiences, especially those in STEM classrooms. Often girls do not feel that they belong in science classes due to their experience with negative gender stereotypes and the lack of peer support. Less is known about the role of gender stereotypes and belonging in other peer settings. On one hand, although gender stereotypes may be salient in stereotypically masculine science classes, they may be less important to high-achieving girls’ sense of belonging in other peer groups. Alternatively, these non-stereotypical girls may seek out groups that hold less gender stereotypical views, and in these groups they may feel a greater sense of belonging compared to their science classes. Consequently, this study examined factors associated with feelings of belonging in science classes compared to other peer groups.

Participants included 110 ninth and tenth graders enrolled in advanced STEM classes. 67% of the students identified as female, 66% were Caucasian, 27% Black and the remaining 7% were another race. Students whose parents signed consent forms completed an online survey about their experiences in several peer groups. For each group, girls described the race and gender composition, group importance, and the number of close friends who were members. Students also rated their felt belonging to each group (Cameron 2004) and the group's perceived adherence to gender stereotypes (Miller & Borgida, 2016). Three groups were the focus of this study: close friends, science classes, and another peer group that was identified as their most important group (MIG) from a list of peer groups generated by the student.

For both genders, belonging was rated lowest in science classes, followed by MIGs, and friend groups. Girls felt less belonging than boys in science classes, consistent with previous research. Because belonging may be affected by the presence of friends, gender differences were examined for the number of friends in science classes and MIGs, but these comparisons were not significant. For each of the three groups, belonging was regressed on group demographic characteristics, perceived group gender stereotypes, and importance. Models were generally significant at p < .01 or better. Results for boys and girls were similar: For science classes and MIGs, the number of friends in the group was associated with more belonging. For friend groups belonging was predicted by importance of this group. However, for girls only, the perception that a group held less gender stereotypical beliefs was associated with belonging for each of the three groups.

Although it was expected that gender stereotypes would be important for girls in stereotypical masculine groups, such as science classes, the perception of a group’s adherence to non-stereotypical beliefs was associated with belonging in other groups as well. Additionally, the presence of friends affected the degree to which all students felt that they belonged. The presence of friends may help high-achieving high school girls feel greater belonging in science classes.

Authors

• Sarah Petersen, University of Alabama
  Presenting Author

• Joan Barth, University of Alabama
  Non-Presenting Author

• Jeff Parker, The University of Alabama
  Non-Presenting Author