Longitudinal stability and change across a year in children’s gender stereotypes about four different STEM fields

Datos Bibliográficos

ID9789577
AutoresDaijiazi Tang (0000-0002-2771-5589, University of Houston, autor de correspondencia), Andrew N Meltzoff (0000-0001-8683-0547, Allen Institute for Brain Science), Sapna Cheryan (0000-0002-0576-9199, University of Washington), Weihua Fan (0000-0002-0473-1025, University of Houston), Alfred Master (0000-0001-6708-6353, University of Houston)
Año2024
Volumen60
Número6
Páginas1109-1130
Fecha de publicación2024-06-01
Peer ReviewedSí
Open AccessSí
TipoARTICLE
RevistaDevelopmental Psychology (JOURNAL)
Identificadores de la revistaISSN: 0012-1649 • E-ISSN: 1939-0599
EditorialAmerican Psychological Association (APA) (PUBLISHER)
DOI10.1037/dev0001733
PMID38695824
OpenAlexW4396580509
IdiomaEN
Citas recibidas6

Gender stereotypes about science, technology, engineering, and math (STEM) are salient for children and adolescents and contribute to achievement-related disparities and inequalities in STEM participation. However, few studies have used a longitudinal design to examine changes in gender stereotypes across a range of STEM fields. In a large, preregistered study, we examined the developmental trajectories of two gender stereotypes (involving interest and ability) in four STEM fields across three time points within a calendar year, starting in Grades 2-8. The diverse sample included 803 students ages 7-15 years old at the start of the study (50% girls; 8.5% Asian, 6.0% Black, 25.5% Hispanic/Latinx, 43.7% White, and 16.3% other). Multilevel growth modeling was used to examine developmental trajectories in students' stereotypes for four STEM fields (math, science, computer science, and engineering) while considering both gender and grade level. We found that different STEM disciplines displayed different developmental patterns: Math ability and science interest stereotypes more strongly favored girls over the year among elementary school participants, whereas computer science stereotypes less strongly favored boys over time, and engineering stereotypes (which largely favored boys) were stable across time. The results highlight that the development of stereotypes is not the same for all STEM fields as well as the need to understand the complexity and specificity of developmental change across fields and types of stereotypes. (PsycInfo Database Record (c) 2024 APA, all rights reserved)

Developmental psychology · Developmental Science · Gender gap · Longitudinal study · MEDLINE · PsycINFO · Career Development and Diversity · Gender and Technology in Education · Psychology · Science Education and Perceptions · Social Psychology