What does a scientist look like? Children's perceptions of scientist gender and skin tone.
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| Title: | What does a scientist look like? Children's perceptions of scientist gender and skin tone. |
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| Authors: | Joy, Angelina1,2 (AUTHOR) ajjoy@purdue.edu, Mathews, Channing J.3 (AUTHOR), Hartstone‐Rose, Adam4 (AUTHOR), Mulvey, Kelly Lynn1 (AUTHOR) |
| Source: | School Science & Mathematics. Dec2025, Vol. 125 Issue 6, p631-643. 13p. |
| Subject Terms: | *Gender stereotypes, *Age differences, *Cognitive development, Children's drawings, Scientific literacy, Scientists' attitudes, Human skin color |
| Abstract: | When asked to draw a scientist, children typically draw a gender stereotypical male representation; however, research has not yet assessed these representations in terms of scientist stereotypical skin tone. The current study examined children's (N = 69, 66.7% female, Mage = 7.60, SD = 2.13) scientist perceptions by analyzing both the gender and skin tone of their scientist drawings as well as stereotypical features represented (lab coats, scientific instruments, etc.). This study also examined how these perceptions as reflected in the drawings were related to children's explicit gender stereotypes and their science growth mindset. Boys were less likely to draw a female scientist than were girls. Additionally, children with higher growth mindset were more likely to draw a female scientist. Lastly, with age, children were less likely to draw a female scientist, or a darker skin‐toned scientist as compared with a male or lighter skin‐toned scientist and were more likely to draw a scientist with stereotypical features. This study furthers our knowledge of children's perceptions about scientists. [ABSTRACT FROM AUTHOR] |
| Copyright of School Science & Mathematics is the property of Wiley-Blackwell 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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