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STEM gender stereotypes from early childhood through adolescence at informal science centers.

Published version
Peer-reviewed

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Type

Article

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Authors

McGuire, Luke 
Mulvey, Kelly Lynn 
Goff, Eric 
Irvin, Matthew J 
Winterbottom, Mark 

Abstract

Stereotypes about science, technology, engineering and mathematics (STEM) are associated with reduced STEM engagement amongst girls and women. The present study examined these stereotypes from early childhood through adolescence within informal science learning sites (ISLS; science museums, zoos, aquariums). Further, the study explored whether interactions with male or female educators influenced STEM stereotypes. Participants (n = 997, female = 572) were ISLS visitors in the UK and USA who either interacted with an educator, or no educator. With age participants were more likely to report that "both boys and girls" are "usually", "should" be, and "can" be good at STEM. Independent of age, male participants reported that their own gender group "should" be good at STEM. Educator interactions did not influence stereotype responses. These results highlight early childhood as a key developmental window in which to challenge ideas about who can and should be proficient in STEM.

Description

Keywords

Gender Stereotypes, Stem Stereotypes, Informal Settings

Journal Title

Journal of applied developmental psychology

Conference Name

Journal ISSN

0193-3973

Volume Title

67

Publisher

Sponsorship
Wellcome Trust (206259/Z/17/Z)