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Longitudinal Stability and Change across a Year in Children's Gender Stereotypes about Four Different STEM Fields
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Daijiazi Tang; Andrew N. Meltzoff; Sapna Cheryan; Weihua Fan; Allison Master – Developmental Psychology, 2024
Gender stereotypes about science, technology, engineering, and math (STEM) are salient for children and adolescents and contribute to achievement-related disparities and inequalities in STEM participation. However, few studies have used a longitudinal design to examine changes in gender stereotypes across a range of STEM fields. In a large,…
Descriptors: Sex Stereotypes, STEM Careers, STEM Education, Grade 2
Gender Stereotypes Influence Children's STEM Motivation
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Allison Master – Grantee Submission, 2021
Children's memberships in social groups have profound effects on their motivation. Stereotypes about social groups shape children's beliefs about what is expected for their group members. These beliefs can influence children's developing beliefs about themselves (self-perceptions). In this article, I review research on how gender stereotypes…
Descriptors: Gender Differences, Sex Stereotypes, STEM Education, Group Membership
Gender Stereotypes about Interests Start Early and Cause Gender Disparities in Computer Science and Engineering
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Master, Allison; Meltzoff, Andrew N.; Cheryan, Sapna – Grantee Submission, 2021
Societal stereotypes depict girls as less interested than boys in computer science and engineering. We demonstrate the existence of these stereotypes among children and adolescents from first to 12th grade and their potential negative consequences for girls' subsequent participation in these fields. Studies 1 and 2 (n = 2,277; one preregistered)…
Descriptors: Sex Stereotypes, Student Interests, Gender Discrimination, Computer Science
Gender Equity and Motivational Readiness for Computational Thinking in Early Childhood
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Allison Master; Daijiazi Tang; Desiree Forsythe; Taylor M. Alexander; Sapna Cheryan; Andrew N. Meltzoff – Grantee Submission, 2023
Learning coding during early childhood is an effective way for children to practice computational thinking. Aspects of children's motivation can increase the likelihood that children approach computational thinking activities with enthusiasm and deep engagement. Gender inequities may interfere with children's readiness to take advantage of…
Descriptors: Coding, Gender Differences, Equal Education, Computer Science Education
Cultural Stereotypes and Sense of Belonging Contribute to Gender Gaps in STEM
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Master, Allison H.; Meltzoff, Andrew N. – Grantee Submission, 2020
There is a need to help more students succeed in science, technology, engineering, and mathematics (STEM) education, with particular interest in reducing current gender gaps in motivation and participation. We propose a new theoretical model, the STEreotypes, Motivation, and Outcomes (STEMO) developmental model, to account for and integrate recent…
Descriptors: STEM Education, Sex Stereotypes, Gender Bias, Gender Differences
Gender Stereotypes Influence Children's STEM Motivation
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Allison Master – Child Development Perspectives, 2021
Children's memberships in social groups have profound effects on their motivation. Stereotypes about social groups shape children's beliefs about what is expected for their group members. These beliefs can influence children's developing beliefs about themselves (self-perceptions). In this article, I review research on how gender stereotypes…
Descriptors: Sex Stereotypes, STEM Education, Preschool Education, Intervention