Girls are good at<scp>STEM</scp>: Opening minds and providing evidence reduces boys' stereotyping of girls'<scp>STEM</scp>ability-Reference-Cited by-同舟云学术

Girls are good atSTEM: Opening minds and providing evidence reduces boys' stereotyping of girls'STEMability

Published:2023-09-18 Issue: Volume: Page:
ISSN:0009-3920
Container-title:Child Development
language:en
Short-container-title:Child Development

Author:

Cyr Emily N.¹^ORCID,Kroeper Kathryn M.²^ORCID,Bergsieker Hilary B.¹^ORCID,Dennehy Tara C.³^ORCID,Logel Christine⁴^ORCID,Steele Jennifer R.⁵^ORCID,Knasel Rita A.⁶,Hartwig W. Tyler¹,Shum Priscilla⁷,Reeves Stephanie L.⁸,Dys‐Steenbergen Odilia⁷,Litt Amrit¹,Lok Christopher B.¹,Ballinger Taylor⁹,Nam Haemi⁹,Tse Crystal¹⁰^ORCID,Forest Amanda L.¹¹^ORCID,Zanna Mark¹,Staub‐French Sheryl³,Wells Mary¹,Schmader Toni³^ORCID,Wright Stephen C.⁷^ORCID,Spencer Steven J.⁹

Affiliation:

1. University of Waterloo Waterloo Ontario Canada

2. Sacred Heart University Fairfield Connecticut USA

3. University of British Columbia Vancouver British Columbia Canada

4. Renison University College University of Waterloo Waterloo Ontario Canada

5. York University Toronto Ontario Canada

6. Lehigh University Bethlehem Pennsylvania USA

7. Simon Fraser University Burnaby British Columbia Canada

8. Fors Marsh Group Arlington Virginia USA

9. The Ohio State University Columbus Ohio USA

10. University of Illinois at Chicago Chicago Illinois USA

11. University of Pittsburgh Pittsburgh Pennsylvania USA

Abstract

AbstractGirls 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.

Funder

Social Sciences and Humanities Research Council of Canada

Publisher

Wiley

Subject

Developmental and Educational Psychology,Education,Pediatrics, Perinatology and Child Health

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