Building bridges between psychological science and education: Cultural stereotypes, STEM, and equity
Building bridges between psychological science and education: Cultural stereotypes, STEM, and equity
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DOI：
10.1007/s11125-017-9391-z
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发表时间：
2016-06
期刊：
影响因子：
--
通讯作者：
Allison Master;A. Meltzoff
中科院分区：
文献类型：
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作者：
Allison Master;A. Meltzoff
在科学、技术、工程和数学（STEM）教育中存在性别差距。这是一个世界性的不平等问题。将STEM与男性联系在一起的社会文化陈规定型观念是阻碍女孩对STEM产生兴趣的障碍。本文旨在表明，我们可以通过整合心理学和教育科学，为世界各地更多的儿童增加公平和提高成果。本文讨论了四个方面的研究，努力建立心理科学和教育实践和政策之间的桥梁。首先，它描述了陈规定型观念如何成为阻止女孩发展STEM兴趣的障碍。第二，它总结了心理实验，这些实验表明，抵制陈规定型观念可以提高女孩报名参加STEM课程的兴趣。第三，它审查了新的结果表明，儿童采用普遍存在的定型观念，他们的文化从令人惊讶的年轻的年龄开始，它表明，儿童的定型观念影响他们的学术态度和表现。第四，它描述了创新的实际干预措施，可以增加和平等的动机和参与干男孩和女孩。在每一部分中，作者都将科学发现与教育应用联系起来。文化陈规定型观念导致教育不平等，但科学家、教育工作者和政策制定者可以共同努力，减少陈规定型观念，提高全世界女孩对STEM的兴趣。
There is a gender gap in science, technology, engineering, and mathematics (STEM) education. This presents a worldwide problem of inequity. Sociocultural stereotypes associating STEM with males act as barriers that prevent girls from developing interests in STEM. This article aims to show that we can increase equity and enhance outcomes for a broader number of children around the world by integrating psychological and educational science. The article discusses four strands of research in an effort to build a bridge between psychological science and educational practice and policy. First, it describes how stereotypes can act as barriers that prevent girls from developing interests in STEM. Second, it summarizes psychological experiments demonstrating that counteracting stereotypes can increase girls’ interest in enrolling in STEM courses. Third, it examines new results showing that children adopt the pervasive stereotypes of their culture starting from surprisingly young ages, and it shows that children’s stereotypes influence their academic attitudes and performance. Fourth, it describes innovative practical interventions that can increase and equalize motivation and engagement in STEM for both boys and girls. In each of these sections, the authors link scientific findings with educational applications. Cultural stereotypes contribute to educational inequities, but scientists, educators, and policymakers can together make a difference to reduce stereotyping and boost girls’ interest in STEM worldwide.