Gender stereotypes about interests start early and cause gender disparities in computer science and engineering
Bibliographic Data
| ID | 23350464 |
|---|---|
| Authors | Alfred Master (0000-0001-6708-6353, Psychological, Health, and Learning Sciences, University of Houston, Houston, TX 77204, corresponding author), Andrew N Meltzoff (0000-0001-8683-0547, Institute for Learning & Brain Sciences, University of Washington, Seattle, WA 98195), Sapna Cheryan (0000-0002-0576-9199, University of Washington) |
| Year | 2021 |
| Volume | 118 |
| Issue | 48 |
| Publication date | 2021-11-30 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Proceedings of the National Academy of Sciences (JOURNAL) |
| Journal identifiers | ISSN: 0027-8424 • E-ISSN: 1091-6490 |
| Publisher | National Academy of Sciences (PUBLISHER • US) |
| DOI | 10.1073/pnas.2100030118 |
| PMID | 34810255 |
| OpenAlex | W3215065680 |
| Language | EN |
| Citations received | 72 |
| References cited | 34 |
Significance Societal stereotypes that girls are less interested than boys in computer science and engineering are endorsed by children and adolescents in a large and socioeconomically diverse sample, across multiple racial/ethnic and gender intersections, and as early as age six (first grade). Gender-interest stereotypes may contribute to subsequent gender disparities in the pursuit of these societally important fields. Addressing interest stereotypes may help improve educational equity.
Gender equality · Sociology · Women in science · Career Development and Diversity · Gender and Technology in Education · Gender Diversity and Inequality · Gender Studies · Psychology
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| Unique citing works | 72 |
|---|---|
| Citations per year | 14,4 |
| Citation span | 2021 - 2026 (6) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 68 |