Children’s gender stereotypes in STEM following a one-shot growth mindset intervention in a science museum
dc.contributor.author | Law, F | |
dc.contributor.author | McGuire, L | |
dc.contributor.author | Winterbottom, M | |
dc.contributor.author | Rutland, A | |
dc.date.accessioned | 2021-05-19T09:02:42Z | |
dc.date.issued | 2021-05-10 | |
dc.description.abstract | Women are drastically underrepresented in science, technology, engineering, and mathematics (STEM) and this underrepresentation has been linked to gender stereotypes and ability related beliefs. One way to remedy this may be to challenge male bias gender stereotypes around STEM by cultivating equitable beliefs that both female and male can excel in STEM. The present study implemented a growth mindset intervention to promote children’s incremental ability beliefs and investigate the relation between the intervention and children’s gender stereotypes in an informal science learning site. Participants (n = 143, female n = 77, male n = 66, 5–12-years-old, M age= 8.6, SD = 1.7) were visitors to a science museum who took part in an interactive space science show. Participants who were exposed to a growth mindset intervention, compared to the participants in the control condition, reported significantly less gender stereotyping around STEM by reporting equitably in the stereotype awareness measure. Relatedly, participants in the control condition reported male bias gender stereotype in the stereotype awareness measure. Further, children between 5 and 8-years-old reported greater male bias stereotypes awareness and stereotype flexibility in space science compared to children between 9 and 12-years-old. Lastly, children demonstrated in-group bias in STEM ability. Male participants reported gender bias favoring males’ ability in stereotype flexibility and awareness measures, while female participants reported bias toward females’ ability in stereotype flexibility and awareness measures. These findings document the importance of a growth mindset intervention in buffering against STEM gender stereotyping amongst children, as well as the significant role a growth mindset intervention can play within an informal science learning site. | en_GB |
dc.description.sponsorship | Wellcome Trust | en_GB |
dc.description.sponsorship | Economic and Social Research Council (ESRC) | en_GB |
dc.identifier.citation | Vol. 12, article 641695 | en_GB |
dc.identifier.doi | 10.3389/fpsyg.2021.641695 | |
dc.identifier.grantnumber | 206259/Z/17/Z | en_GB |
dc.identifier.uri | http://hdl.handle.net/10871/125752 | |
dc.language.iso | en | en_GB |
dc.publisher | Frontiers Media | en_GB |
dc.rights | Copyright © 2021 Law, McGuire, Winterbottom and Rutland. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms | en_GB |
dc.subject | growth mindset intervention | en_GB |
dc.subject | implicit theories | en_GB |
dc.subject | gender stereotypes | en_GB |
dc.subject | STEM | en_GB |
dc.subject | informal science learning | en_GB |
dc.title | Children’s gender stereotypes in STEM following a one-shot growth mindset intervention in a science museum | en_GB |
dc.type | Article | en_GB |
dc.date.available | 2021-05-19T09:02:42Z | |
dc.identifier.issn | 1664-1078 | |
dc.description | This is the final version. Available on open access from Frontiers Media via the DOI in this record. | en_GB |
dc.description | Data Availability Statement: The raw data supporting the conclusions of this article will be made available by the authors, without undue reservation. | |
dc.identifier.journal | Frontiers in Psychology | en_GB |
dc.rights.uri | https://creativecommons.org/licenses/by/4.0/ | en_GB |
dcterms.dateAccepted | 2021-04-12 | |
exeter.funder | ::Wellcome Trust | en_GB |
rioxxterms.version | VoR | en_GB |
rioxxterms.licenseref.startdate | 2021-05-10 | |
rioxxterms.type | Journal Article/Review | en_GB |
refterms.dateFCD | 2021-05-19T08:55:48Z | |
refterms.versionFCD | VoR | |
refterms.dateFOA | 2021-05-19T09:03:05Z | |
refterms.panel | A | en_GB |
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Except where otherwise noted, this item's licence is described as Copyright © 2021 Law, McGuire, Winterbottom and Rutland. This is an open-access
article distributed under the terms of the Creative Commons Attribution License
(CC BY). The use, distribution or reproduction in other forums is permitted, provided
the original author(s) and the copyright owner(s) are credited and that the original
publication in this journal is cited, in accordance with accepted academic practice. No
use, distribution or reproduction is permitted which does not comply with these terms