Laurence Butler
Biographic Data
| ID | 3992403 |
|---|---|
| NAME | Laurence Butler |
| GIVEN NAMES | Laurence |
| FAMILY NAME | Butler |
| SIGNATURE | BUTLER L |
| AFFILIATIONS | Thinktank |
| VERIFIED | No |
| TOTAL WORKS | 8 |
| TOTAL CITATIONS | 23 |
| WORKS AS AUTHOR | 8 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2022 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 3 |
Perceptions of STEM Barriers in Adolescence
This 2-year longitudinal study examines the relations between math and science interest, STEM identity, and perceptions of STEM barriers in 280 (68% female; M age = 15.27) adolescents in the United States and the United Kingdom. Structural equation models indicated that higher math interest at time 1 was positively associated with overall STEM identity at time 2, and greater STEM identity at time 2 was related to fewer perceptions of barriers to …
Developmental Trajectories of Adolescents’ Math Motivation
Reciprocal Associations Between Science Efficacy, STEM Identity and Scientist Career Interest Among Adolescent Girls within the Context of Informal Science Learning
Limited research has explored the longitudinal pathway to youth career interests via identity and efficacy together. This study examined the longitudinal associations between science efficacy, STEM (science, technology, engineering and math) identity, and scientist career interest among girls who are historically considered as an underrepresented group among scientists. The sample included 308 girls (M age = 15.22, SD age = 1.66; 42.8% White) fro…
Children's and adolescents’ evaluations of wealth‐related STEM inequality
The fields of science, technology, engineering, and mathematics (STEM) are rife with inequalities and under-representation that have their roots in childhood. While researchers have focused on gender and race/ethnicity as two key dimensions of inequality, less attention has been paid to wealth. To this end, and drawing from the Social Reasoning Development approach, we examined children's and adolescents' perceptions of STEM ability and access to…
Promoting Diverse Youth’s Career Development through Informal Science Learning
Little research has examined the associations between perceived inclusivity within informal science learning sites, youth program belonging and perceptions of program career preparation. This study explored relations between these factors at three timepoints (T1 = start of program, T2 = 3 months and T3 = 12 months after start). Participants were a diverse sample of 209 adolescents participating in STEM youth programs within informal science learn…
Interest, Mindsets and Engagement
Preparing the Next Generation for STEM
Science, technology, engineering, and math (STEM) workers need both motivation and interpersonal skills in STEM disciplines. The aims of the study were to identify clusters of adolescents who vary in math and science motivation and interpersonal skills and to explore what factors are related to membership in a high math and science motivation and interpersonal skills cluster. Participants included 467 adolescents (312 female; Mage = 15.12 to SD =…
Gender Stereotypes and Peer Selection in STEM Domains Among Children and Adolescents
Gender stereotypes are harmful for girls' enrollment and performance in science and mathematics. So far, less is known about children's and adolescents' stereotypes regarding technology and engineering. In the current study, participants' ( N = 1,206, girls n = 623; 5-17-years-old, M = 8.63, SD = 2.81) gender stereotypes for each of the STEM (science, technology, engineering, and mathematics) domains were assessed along with the relation between …
Interest, Mindsets and Engagement
Promoting Diverse Youth’s Career Development through Informal Science Learning
Little research has examined the associations between perceived inclusivity within informal science learning sites, youth program belonging and perceptions of program career preparation. This study explored relations between these factors at three timepoints (T1 = start of program, T2 = 3 months and T3 = 12 months after start). Participants were a diverse sample of 209 adolescents participating in STEM youth programs within informal science learn…
Gender Stereotypes and Peer Selection in STEM Domains Among Children and Adolescents
Gender stereotypes are harmful for girls' enrollment and performance in science and mathematics. So far, less is known about children's and adolescents' stereotypes regarding technology and engineering. In the current study, participants' ( N = 1,206, girls n = 623; 5-17-years-old, M = 8.63, SD = 2.81) gender stereotypes for each of the STEM (science, technology, engineering, and mathematics) domains were assessed along with the relation between …
Reciprocal Associations Between Science Efficacy, STEM Identity and Scientist Career Interest Among Adolescent Girls within the Context of Informal Science Learning
Limited research has explored the longitudinal pathway to youth career interests via identity and efficacy together. This study examined the longitudinal associations between science efficacy, STEM (science, technology, engineering and math) identity, and scientist career interest among girls who are historically considered as an underrepresented group among scientists. The sample included 308 girls (M age = 15.22, SD age = 1.66; 42.8% White) fro…
Preparing the Next Generation for STEM
Science, technology, engineering, and math (STEM) workers need both motivation and interpersonal skills in STEM disciplines. The aims of the study were to identify clusters of adolescents who vary in math and science motivation and interpersonal skills and to explore what factors are related to membership in a high math and science motivation and interpersonal skills cluster. Participants included 467 adolescents (312 female; Mage = 15.12 to SD =…
Developmental Trajectories of Adolescents’ Math Motivation
Children's and adolescents’ evaluations of wealth‐related STEM inequality
The fields of science, technology, engineering, and mathematics (STEM) are rife with inequalities and under-representation that have their roots in childhood. While researchers have focused on gender and race/ethnicity as two key dimensions of inequality, less attention has been paid to wealth. To this end, and drawing from the Social Reasoning Development approach, we examined children's and adolescents' perceptions of STEM ability and access to…
Gender Stereotypes and Peer Selection in STEM Domains Among Children and Adolescents
Gender stereotypes are harmful for girls' enrollment and performance in science and mathematics. So far, less is known about children's and adolescents' stereotypes regarding technology and engineering. In the current study, participants' ( N = 1,206, girls n = 623; 5-17-years-old, M = 8.63, SD = 2.81) gender stereotypes for each of the STEM (science, technology, engineering, and mathematics) domains were assessed along with the relation between …
Children's and adolescents’ evaluations of wealth‐related STEM inequality
The fields of science, technology, engineering, and mathematics (STEM) are rife with inequalities and under-representation that have their roots in childhood. While researchers have focused on gender and race/ethnicity as two key dimensions of inequality, less attention has been paid to wealth. To this end, and drawing from the Social Reasoning Development approach, we examined children's and adolescents' perceptions of STEM ability and access to…
Promoting Diverse Youth’s Career Development through Informal Science Learning
Little research has examined the associations between perceived inclusivity within informal science learning sites, youth program belonging and perceptions of program career preparation. This study explored relations between these factors at three timepoints (T1 = start of program, T2 = 3 months and T3 = 12 months after start). Participants were a diverse sample of 209 adolescents participating in STEM youth programs within informal science learn…
Interest, Mindsets and Engagement
Preparing the Next Generation for STEM
Science, technology, engineering, and math (STEM) workers need both motivation and interpersonal skills in STEM disciplines. The aims of the study were to identify clusters of adolescents who vary in math and science motivation and interpersonal skills and to explore what factors are related to membership in a high math and science motivation and interpersonal skills cluster. Participants included 467 adolescents (312 female; Mage = 15.12 to SD =…
Developmental Trajectories of Adolescents’ Math Motivation
Reciprocal Associations Between Science Efficacy, STEM Identity and Scientist Career Interest Among Adolescent Girls within the Context of Informal Science Learning
Limited research has explored the longitudinal pathway to youth career interests via identity and efficacy together. This study examined the longitudinal associations between science efficacy, STEM (science, technology, engineering and math) identity, and scientist career interest among girls who are historically considered as an underrepresented group among scientists. The sample included 308 girls (M age = 15.22, SD age = 1.66; 42.8% White) fro…
Perceptions of STEM Barriers in Adolescence
This 2-year longitudinal study examines the relations between math and science interest, STEM identity, and perceptions of STEM barriers in 280 (68% female; M age = 15.27) adolescents in the United States and the United Kingdom. Structural equation models indicated that higher math interest at time 1 was positively associated with overall STEM identity at time 2, and greater STEM identity at time 2 was related to fewer perceptions of barriers to …
Developmental psychology (7 works) · Psychology (7 works) · Social Psychology (7 works) · Career Development and Diversity (6 works) · Social Psychology (6 works) · Education, Achievement, and Giftedness (5 works) · Perception (5 works) · Ethnic group (3 works) · Health psychology (3 works) · Longitudinal study (3 works)