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Gender Stereotypes and Peer Selection in STEM Domains Among Children and Adolescents.

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Title: Gender Stereotypes and Peer Selection in STEM Domains Among Children and Adolescents.
Authors: McGuire, Luke1 (AUTHOR) l.mcguire@exeter.ac.uk, Hoffman, Adam J.2 (AUTHOR), Mulvey, Kelly Lynn2 (AUTHOR), Hartstone-Rose, Adam2 (AUTHOR), Winterbottom, Mark3 (AUTHOR), Joy, Angelina2 (AUTHOR), Law, Fidelia1 (AUTHOR), Balkwill, Frances4 (AUTHOR), Burns, Karen P.5 (AUTHOR), Butler, Laurence6 (AUTHOR), Drews, Marc7 (AUTHOR), Fields, Grace8 (AUTHOR), Smith, Hannah9 (AUTHOR), Rutland, Adam1 (AUTHOR)
Source: Sex Roles. Nov2022, Vol. 87 Issue 9/10, p455-470. 16p. 6 Charts, 3 Graphs.
Subject Terms: *Gender stereotypes, *STEM education, *Education of girls, *Education of teenagers, *Education of boys, *Group identity, Peers
Abstract: Gender stereotypes are harmful for girls' enrollment and performance in science and mathematics. So far, less is known about children's and adolescents' stereotypes regarding technology and engineering. In the current study, participants' (N = 1,206, girls n = 623; 5–17-years-old, M = 8.63, SD = 2.81) gender stereotypes for each of the STEM (science, technology, engineering, and mathematics) domains were assessed along with the relation between these stereotypes and a peer selection task in a STEM context. Participants reported beliefs that boys are usually more skilled than are girls in the domains of engineering and technology; however, participants did not report gender differences in ability/performance in science and mathematics. Responses to the stereotype measures in favor of one's in-group were greater for younger participants than older participants for both boys and girls. Perceptions that boys are usually better than girls at science were related to a greater likelihood of selecting a boy for help with a science question. These findings document the importance of domain specificity, even within STEM, in attempts to measure and challenge gender stereotypes in childhood and adolescence. [ABSTRACT FROM AUTHOR]
Copyright of Sex Roles is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: Gender Stereotypes and Peer Selection in STEM Domains Among Children and Adolescents.
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  Data: <searchLink fieldCode="AR" term="%22McGuire%2C+Luke%22">McGuire, Luke</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> l.mcguire@exeter.ac.uk</i><br /><searchLink fieldCode="AR" term="%22Hoffman%2C+Adam+J%2E%22">Hoffman, Adam J.</searchLink><relatesTo>2</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Mulvey%2C+Kelly+Lynn%22">Mulvey, Kelly Lynn</searchLink><relatesTo>2</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Hartstone-Rose%2C+Adam%22">Hartstone-Rose, Adam</searchLink><relatesTo>2</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Winterbottom%2C+Mark%22">Winterbottom, Mark</searchLink><relatesTo>3</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Joy%2C+Angelina%22">Joy, Angelina</searchLink><relatesTo>2</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Law%2C+Fidelia%22">Law, Fidelia</searchLink><relatesTo>1</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Balkwill%2C+Frances%22">Balkwill, Frances</searchLink><relatesTo>4</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Burns%2C+Karen+P%2E%22">Burns, Karen P.</searchLink><relatesTo>5</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Butler%2C+Laurence%22">Butler, Laurence</searchLink><relatesTo>6</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Drews%2C+Marc%22">Drews, Marc</searchLink><relatesTo>7</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Fields%2C+Grace%22">Fields, Grace</searchLink><relatesTo>8</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Smith%2C+Hannah%22">Smith, Hannah</searchLink><relatesTo>9</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Rutland%2C+Adam%22">Rutland, Adam</searchLink><relatesTo>1</relatesTo> (AUTHOR)
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  Data: <searchLink fieldCode="JN" term="%22Sex+Roles%22">Sex Roles</searchLink>. Nov2022, Vol. 87 Issue 9/10, p455-470. 16p. 6 Charts, 3 Graphs.
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  Data: Gender stereotypes are harmful for girls' enrollment and performance in science and mathematics. So far, less is known about children's and adolescents' stereotypes regarding technology and engineering. In the current study, participants' (N = 1,206, girls n = 623; 5–17-years-old, M = 8.63, SD = 2.81) gender stereotypes for each of the STEM (science, technology, engineering, and mathematics) domains were assessed along with the relation between these stereotypes and a peer selection task in a STEM context. Participants reported beliefs that boys are usually more skilled than are girls in the domains of engineering and technology; however, participants did not report gender differences in ability/performance in science and mathematics. Responses to the stereotype measures in favor of one's in-group were greater for younger participants than older participants for both boys and girls. Perceptions that boys are usually better than girls at science were related to a greater likelihood of selecting a boy for help with a science question. These findings document the importance of domain specificity, even within STEM, in attempts to measure and challenge gender stereotypes in childhood and adolescence. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Sex Roles is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=160427587
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        Value: 10.1007/s11199-022-01327-9
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