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Maladaptive but Malleable: Gender-Science Stereotypes Emerge Early but are Modifiable by Language

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Bibliographic Details
Title: Maladaptive but Malleable: Gender-Science Stereotypes Emerge Early but are Modifiable by Language
Language: English
Authors: Michelle M. Wang (ORCID 0000-0001-7256-4268), Amanda Cardarelli, Jonah Brenner, Sarah-Jane Leslie, Marjorie Rhodes (ORCID 0000-0002-4664-6056)
Source: Child Development. 2025 96(2):865-880.
Availability: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Peer Reviewed: Y
Page Count: 16
Publication Date: 2025
Sponsoring Agency: National Science Foundation (NSF), Directorate for Education and Human Resources (EHR)
Contract Number: 2000617
Document Type: Journal Articles
Reports - Research
Descriptors: Sex Stereotypes, Scientists, Preschool Children, Sciences, Language Usage, Intervention
DOI: 10.1111/cdev.14213
ISSN: 0009-3920
1467-8624
Abstract: Gender-science stereotypes emerge early in childhood, but little is known about the developmental processes by which they arise. The present study tested the hypothesis that language implying scientists are a special and distinct kind of person contributes to the development of gender-science stereotypes, even when it does not communicate stereotypic content. One cross-sectional and two longitudinal studies with racially and geographically diverse children (primarily from the United States; ages 4-5; N = 872, tested 2020-2022) revealed that gender stereotypes about science versus art (a) emerge before elementary school, (b) arise from commonplace identity-emphasizing language, especially among girls, and (c) can be durably disrupted by subtle changes to language. This study identifies a promising way to counteract stereotypes at their roots.
Abstractor: As Provided
Notes: https://osf.io/3hdxt/?view_only=b0bc115f94364373822429344494435b
Entry Date: 2025
Accession Number: EJ1461468
Database: ERIC
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Description
Abstract:Gender-science stereotypes emerge early in childhood, but little is known about the developmental processes by which they arise. The present study tested the hypothesis that language implying scientists are a special and distinct kind of person contributes to the development of gender-science stereotypes, even when it does not communicate stereotypic content. One cross-sectional and two longitudinal studies with racially and geographically diverse children (primarily from the United States; ages 4-5; N = 872, tested 2020-2022) revealed that gender stereotypes about science versus art (a) emerge before elementary school, (b) arise from commonplace identity-emphasizing language, especially among girls, and (c) can be durably disrupted by subtle changes to language. This study identifies a promising way to counteract stereotypes at their roots.
ISSN:0009-3920
1467-8624
DOI:10.1111/cdev.14213