Who Likes Computer Science? How Gender Stereotypes about Interest Shape Children's Motivation

谁喜欢计算机科学？

• 批准号: 1849902
• 负责人: Andrew Meltzoff
• 金额: $ 39.97万
• 依托单位: University of Washington
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2018
• 资助国家: 美国
• 起止时间: 2018-12-15 至 2021-11-30
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1849902&HistoricalAwards=false
• 关键词: Who; Likes; Computer; Science; How

This project will advance efforts of the Innovative Technology Experiences for Students and Teachers (ITEST) program to better understand and promote practices that increase students' motivation and capacities to pursue careers in the fields of science, technology, engineering, and mathematics (STEM) by preparing and interesting elementary- and middle-school students for STEM courses/programs in high school and eventually in STEM careers. This project is significant because it will deepen the understanding of the importance of interest stereotypes (stereotypes about who shows interest in STEM) and how they influence students' motivation to pursue STEM. The project seeks to address the following objectives: (1) to examine how interest stereotypes affect girls' motivation; (2) to study whether interest stereotypes have a stronger negative impact than ability stereotypes on motivation for computer science; and (3) explore whether it is possible to intervene to reduce the impact of interest stereotypes. The findings will have implications for many fields conducting research that aims to reduce educational inequalities linked to stereotypes. This research has the potential to lead to more powerful interventions to help children resist such stereotypes and remain open to pursuing interests in STEM. Another major contribution of this work is to advance social identity theory beyond stereotype threat research on ability stereotypes. The project impact broadens the focus in STEM education by designing real-world interventions that can intervene at the root of the problem to counteract stereotypes and promote STEM motivation. In addition, the project will promote the use of the Open Science Framework to allow free sharing of the data and materials. It will help give students the tools they need to resist interest stereotypes and promote their interest in STEM, help teachers identify the most powerful messages to send their students to boost their motivation for STEM, and use an educational outreach network to connect and share findings broadly, with educators, policymakers, and the entire community of stakeholders working to promote students' motivation in STEM. The research will examine how interest stereotypes influence 8-12-year-old children's motivation for computer science. The focus on computer science is due to its low representation of women and highly stereotyped nature. Several experiments will test (a) how interest stereotypes about gender groups impact girls' motivation for novel activities, (b) the impact of interest stereotypes vs. ability stereotypes for computer science activities with girls and boys, and (c) a novel intervention to reduce the impact of interest stereotypes and promote girls' computer science motivation, by linking existing gender differences to environmental structures rather than inherent group differences. The project provides rigorous, theoretically-based research, which is evident through the inclusion of power analysis, reference to previously validated instruments, and reporting of psychometrics. The results will deepen understanding of the importance of interest stereotypes and how they influence children's motivation to pursue STEM, and will lay the groundwork for future interventions that directly target interest stereotypes to boost girls' motivation in computer science.This award reflects NSF's statutory mission and has been deemed worthy of support through evaluation using the Foundation's intellectual merit and broader impacts review criteria.

该项目将推进学生和教师创新技术体验（ITEST）计划的努力，以更好地理解和促进提高学生在科学，技术，工程和数学（STEM）领域追求职业的动机和能力的做法，通过准备和有趣的小学和中学学生在高中和最终在STEM职业中的STEM课程/计划。该项目意义重大，因为它将加深对兴趣刻板印象（关于谁对STEM感兴趣的刻板印象）的重要性以及它们如何影响学生追求STEM的动机的理解。该项目旨在实现以下目标：（1）研究兴趣定型观念如何影响女孩的学习动机;（2）研究兴趣定型观念对计算机科学学习动机的负面影响是否大于能力定型观念;（3）探讨是否有可能进行干预，以减少兴趣定型观念的影响。这些发现将对许多领域的研究产生影响，这些领域的研究旨在减少与陈规定型观念有关的教育不平等。这项研究有可能导致更强大的干预措施，以帮助儿童抵制这种刻板印象，并保持对追求STEM兴趣的开放态度。这项工作的另一个主要贡献是推进社会认同理论超越刻板印象威胁研究的能力刻板印象。该项目的影响扩大了STEM教育的重点，设计了现实世界的干预措施，可以从问题的根源进行干预，以抵制陈规定型观念，促进STEM动机。此外，该项目将促进使用开放科学框架，以允许免费共享数据和材料。它将有助于为学生提供抵制兴趣定型观念所需的工具，并促进他们对STEM的兴趣，帮助教师确定最有力的信息，以发送给学生，以提高他们对STEM的动机，并利用教育推广网络与教育工作者，政策制定者和整个利益相关者社区广泛联系和分享调查结果，以促进学生对STEM的动机。研究将探讨兴趣刻板印象如何影响8-12岁儿童的计算机科学动机。计算机科学之所以受到重视，是因为该学科的妇女代表性低，而且具有高度的陈规定型观念。几个实验将测试（a）关于性别群体的兴趣陈规定型观念如何影响女孩从事新活动的动机，（B）兴趣陈规定型观念与能力陈规定型观念对女孩和男孩从事计算机科学活动的影响，以及（c）减少兴趣陈规定型观念影响和促进女孩从事计算机科学动机的新干预措施，将现有的性别差异与环境结构联系起来，而不是与固有的群体差异联系起来。该项目提供了严格的，以理论为基础的研究，这是显而易见的，通过纳入功率分析，参考以前验证的工具，并报告心理测量学。研究结果将加深对兴趣定型的重要性及其如何影响儿童追求STEM的动机的理解，并为今后直接针对兴趣定型的干预措施奠定基础，以提高女孩对计算机科学的积极性。该奖项反映了NSF的法定使命，并通过使用基金会的智力价值和更广泛的影响审查标准进行评估，被认为值得支持。

项目成果

Expectancy-value theory & preschool parental involvement in informal STEM learning

期望值理论

• DOI: 10.1016/j.appdev.2021.101320
• 发表时间: 2021
• 期刊: Journal of Applied Developmental Psychology
• 影响因子: 3
• 作者: Zucker, Tricia A.;Montroy, Janelle;Master, Allison;Assel, Michael;McCallum, Cheryl;Yeomans-Maldonado, Gloria
• 通讯作者: Yeomans-Maldonado, Gloria