STEM gender stereotypes from early childhood through adolescence at informal science centers
STEM gender stereotypes from early childhood through adolescence at informal science centers
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DOI：
10.1016/j.appdev.2020.101109
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发表时间：
2020-03-01
影响因子：
3
通讯作者：
Rutland, Adam
中科院分区：
文献类型：
--
作者：
McGuire, Luke;Mulvey, Kelly Lynn;Rutland, Adam
关于科学、技术、工程和数学（STEM）的刻板印象与女孩和妇女对STEM的参与减少有关。本研究探讨了这些定型观念从幼儿到青少年在非正式的科学学习场所（ISLS;科学博物馆，动物园，水族馆）。此外，该研究还探讨了与男性或女性教育工作者的互动是否会影响STEM刻板印象。参与者（n = 997，女性= 572）是在英国和美国的ISLS游客与教育家，或没有教育家互动。随着年龄的增长，参与者更有可能报告“男孩和女孩”“通常”，“应该”和“可以”擅长STEM。与年龄无关，男性参与者报告说，他们自己的性别群体“应该”擅长STEM。教育工作者的互动没有影响刻板印象的反应。这些结果强调了幼儿期是一个关键的发展窗口，在这个窗口中，人们可以挑战关于谁能够并且应该精通STEM的想法。
Stereotypes about science, technology, engineering and mathematics (STEM) are associated with reduced STEM engagement amongst girls and women. The present study examined these stereotypes from early childhood through adolescence within informal science learning sites (ISLS; science museums, zoos, aquariums). Further, the study explored whether interactions with male or female educators influenced STEM stereotypes. Participants (n = 997, female = 572) were ISLS visitors in the UK and USA who either interacted with an educator, or no educator. With age participants were more likely to report that "both boys and girls" are "usually", "should" be, and "can" be good at STEM. Independent of age, male participants reported that their own gender group "should" be good at STEM. Educator interactions did not influence stereotype responses. These results highlight early childhood as a key developmental window in which to challenge ideas about who can and should be proficient in STEM.