Cultural stereotypes as gatekeepers

Increasing girlsâ€TM interest in computer science and engineering by diversifying stereotypes

Bibliographic Data

ID8045360
AuthorsSapna Cheryan (0000-0002-0576-9199, University of Washington, corresponding author), Alfred Master (0000-0001-6708-6353, University of Washington), Andrew N Meltzoff (0000-0001-8683-0547, University of Washington)
Year2015
Volume6
Publication date2015-02-11
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueFrontiers in Psychology (JOURNAL)
Journal identifiersISSN: 1664-1078 • E-ISSN: 1664-1078
PublisherFrontiers Media (PUBLISHER • CH)
DOI10.3389/fpsyg.2015.00049
PMID25717308
PMCIDPMC4323745
OpenAlexW2135547938
LanguageEN
Citations received163
References cited37

Despite having made significant inroads into many traditionally male-dominated fields (e.g., biology, chemistry), women continue to be underrepresented in computer science and engineering. We propose that students’ stereotypes about the culture of these fields—including the kind of people, the work involved, and the values of the field—steer girls away from choosing to enter these fields. Computer science and engineering are stereotyped in modern American culture as male-oriented fields that involve social isolation, an intense focus on machinery, and inborn brilliance. These stereotypes are more compatible with qualities that are typically valued in men than women. As a result, when computer science and engineering stereotypes are salient, girls report less interest in these fields than their male peers. However, altering these stereotypes—by broadening the representation of the people who do this work, the work itself, and the environments in which it occurs—significantly increases girls’ sense of belonging and interest in the field. Academic stereotypes thus serve as gatekeepers, driving girls away from certain fields and constraining their learning opportunities and career aspirations

Gender gap · Isolation · Representation · Science and engineering · Women in science · Career Development and Diversity · Gender and Technology in Education · Science Education and Perceptions