Girls are good at STEM: Opening minds and providing evidence reduces boys' stereotyping of girls' STEM ability

IF 3.9 1区心理学 Q1 PSYCHOLOGY, DEVELOPMENTAL Child development Pub Date : 2023-09-18 DOI:10.1111/cdev.14007

Emily N. Cyr, Kathryn M. Kroeper, Hilary B. Bergsieker, Tara C. Dennehy, Christine Logel, Jennifer R. Steele, Rita A. Knasel, W. Tyler Hartwig, Priscilla Shum, Stephanie L. Reeves, Odilia Dys-Steenbergen, Amrit Litt, Christopher B. Lok, Taylor Ballinger, Haemi Nam, Crystal Tse, Amanda L. Forest, Mark Zanna, Sheryl Staub-French, Mary Wells, Toni Schmader, Stephen C. Wright, Steven J. Spencer

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Abstract

Girls and women face persistent negative stereotyping within STEM (science, technology, engineering, mathematics). This field intervention was designed to improve boys' perceptions of girls' STEM ability. Boys (N = 667; mostly White and East Asian) aged 9–15 years in Canadian STEM summer camps (2017–2019) had an intervention or control conversation with trained camp staff. The intervention was a multi-stage persuasive appeal: a values affirmation, an illustration of girls' ability in STEM, a personalized anecdote, and reflection. Control participants discussed general camp experiences. Boys who received the intervention (vs. control) had more positive perceptions of girls' STEM ability, d = 0.23, an effect stronger among younger boys. These findings highlight the importance of engaging elementary-school-aged boys to make STEM climates more inclusive.

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女孩擅长STEM：敞开心扉并提供证据可以减少男孩对女孩STEM能力的刻板印象。

女孩和妇女在STEM（科学、技术、工程、数学）中面临着持续的负面刻板印象。这种实地干预旨在改善男孩对女孩STEM能力的认知。男孩（N = 667；主要是白人和东亚人）在加拿大STEM夏令营的几年（2017-2019），与受过培训的夏令营工作人员进行了干预或控制对话。干预是一种多阶段的说服力诉求：价值观的肯定、女孩STEM能力的展示、个性化的轶事和反思。对照组参与者讨论了营地的一般经验。接受干预（与对照组相比）的男孩对女孩的STEM能力有更积极的看法，d = 0.23，这一效应在年龄较小的男孩中更强。这些发现强调了让小学年龄的男孩参与进来，使STEM气候更具包容性的重要性。

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来源期刊

Child development Multiple-

CiteScore

9.20

自引率

4.30%

发文量

149

期刊介绍： As the flagship journal of the Society for Research in Child Development (SRCD), Child Development has published articles, essays, reviews, and tutorials on various topics in the field of child development since 1930. Spanning many disciplines, the journal provides the latest research, not only for researchers and theoreticians, but also for child psychiatrists, clinical psychologists, psychiatric social workers, specialists in early childhood education, educational psychologists, special education teachers, and other researchers. In addition to six issues per year of Child Development, subscribers to the journal also receive a full subscription to Child Development Perspectives and Monographs of the Society for Research in Child Development.