Stereotypes about science, technology, engineering and mathematics (STEM)
are associated with reduced STEM engagement among 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 ...
Stereotypes about science, technology, engineering and mathematics (STEM)
are associated with reduced STEM engagement among 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.
