Science Possible Selves and the Desire to be a Scientist: Mindsets, Gender Bias, and Confidence during Early Adolescence.
Science Possible Selves and the Desire to be a Scientist: Mindsets, Gender Bias, and Confidence during Early Adolescence.
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DOI：
10.3390/socsci6020055
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发表时间：
2017-06-01
期刊：
影响因子：
--
通讯作者：
Diamond, Judy
中科院分区：
文献类型：
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作者：
Hill, Patricia Wonch;McQuillan, Julia;Diamond, Judy
在美国，男女在科学兴趣上的差距在中学阶段扩大了。最近对成年人的研究表明，一些学术领域的性别差距与对能力的看法和性别科学偏见有关。在美国一所中学的529名学生的样本中，我们评估了明确的男孩科学偏见、科学自信、科学可能自我（能够成为科学家的信念）以及成为科学家的愿望在性别上的差异。在理论和已有研究的指导下，我们使用一系列多元逻辑回归模型来检验能力心态与这些变量之间的关系。我们控制了自我报告的科学成绩、社会资本和种族/少数民族地位。结果表明，将学习能力视为天生的（“固定心态”）与男孩科学偏见有关，而年轻女孩的男孩科学偏见比年长女孩少。固定心态和男孩科学偏见都与科学可能的自我负相关；科学自信与科学可能的自我呈正相关。在最后的模型中，高科学自信和拥有科学可能的自我与成为科学家的愿望呈正相关。促进成长心态和反对中学的男孩科学偏见可能是扩大科学职业参与的有效干预措施。
In the United States, gender gaps in science interest widen during the middle school years. Recent research on adults shows that gender gaps in some academic fields are associated with mindsets about ability and gender-science biases. In a sample of 529 students in a U.S. middle school, we assess how explicit boy-science bias, science confidence, science possible self (belief in being able to become a scientist), and desire to be a scientist vary by gender. Guided by theories and prior research, we use a series of multivariate logistic regression models to examine the relationships between mindsets about ability and these variables. We control for self-reported science grades, social capital, and race/ethnic minority status. Results show that seeing academic ability as innate ("fixed mindsets") is associated with boy-science bias, and that younger girls have less boy-science bias than older girls. Fixed mindsets and boy-science bias are both negatively associated with a science possible self; science confidence is positively associated with a science possible self. In the final model, high science confident and having a science possible self are positively associated with a desire to be a scientist. Facilitating growth mindsets and countering boy-science bias in middle school may be fruitful interventions for widening participation in science careers.