Divergence in children's gender stereotypes and motivation across STEM fields

• 成果类型: Article
• 署名作者: Master, Allison; Meltzoff, Andrew N.; Tang, Daijiazi; Cheryan, Sapna
• 署名单位: University of Houston System; University of Houston; University of Washington; University of Washington Seattle; University of Washington; University of Washington Seattle; University of Michigan System; University of Michigan
• 刊物名称: PROCEEDINGS OF THE NATIONAL ACADEMY OF SCIENCES OF THE UNITED STATES OF AMERICA
• ISSN/ISSBN: 0027-11736
• DOI: 10.1073/pnas.2408657122
• 发表日期: 2025-05-06
• 关键词: math; achievement; experiences

摘要

STEM disciplines are traditionally stereotyped as being for men and boys. However, in two preregistered studies of Grades 1 to 12 students in the United States (N = 2,765), we find a significant divergence in students' gender stereotypes about different STEM fields. Gender stereotypes about computer science and engineering more strongly favored boys than did gender stereotypes about math and science. These patterns hold across genders, intersections of gender and race/ethnicity, and two geographical regions. This divergence between different STEM fields was evident, although smaller, for children in elementary school compared to adolescents (students in middle school and high school). The divergence in stereotypes predicted students' divergence in motivation for entering these fields. Gender stereotypes on average slightly favored girls in math and were egalitarian or slightly favored girls in science, while boys remained strongly favored for computer science and engineering, with implications for educational equity and targeted interventions.