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Early in primary school, many children already believe that boys are more interested in computer science and engineering than girls. This stereotype can affect girls’ desire to participate in science, technology, engineering and math (STEM) classes and activities, and even career choices down the road.
Researchers from the University of Houston and the University of Washington recently published a study that surveyed 2,500 students in grades 1 to 12 to find out what stereotypes children have about boys ‘and girls’ interest in STEM and how these stereotypes affect STEM participation.
In first grade, many children already believe that boys are more interested in engineering than girls, research has shown. In third grade, children believe that gender-based interest is also true in computer science. Interestingly, research has shown that stereotypes about who is interested in STEM are stronger than stereotypes about STEM capabilities. The belief that girls find math and science less attractive has had a greater effect on girls’ interest in STEM than the belief that they may not be good at it.
Allison Master, an assistant professor at the University of Houston College of Education and lead author of the research, said, “These beliefs, as they age, are linked to their own motivations and interests.” “Stereotypes are self-fulfilling prophecies.” In the report, Master and his co-authors conclude that such stereotypes “could send a signal to girls that they do not belong to them and prevent them from developing an interest in these areas.”
These results suggest that the fight against stem stereotypes should begin. The master said it is important to look at the gender-based messages that children receive through toys, or the way STEM-related products are marketed for a particular gender. Caregivers and teachers should be aware of any gender bias in the messages they can send about opportunities to engage in STEM and who might be interested or interested in STEM activities. Giving young children the opportunity to interact with STEM in a positive way can be helpful in providing a good experience for children to return to when they encounter stereotypes, Master added.
However, not all children have access to such experiences. Research shows that preschool teachers are less likely to offer science lessons and activities in early childhood classrooms if they are not confident about their own knowledge of science. Some early learning programs have tried to address early exposure with STEM by focusing science on their curriculum and working with teachers to expand their knowledge of science.
In New York City, the Brooklyn Preschool of Science was launched in 2012 to expose young children to science concepts that cover daily lessons. Carmelo Piazza, the school’s executive and director of education, said he saw science as a natural way to arouse the interest of young children. Private preschool children observe bugs, create food worm models during art and dubbling robotics, spend enough time for independent play and time for lessons that focus on a central question that children work to answer.
While Piaz acknowledges that some school efforts may be hampered by limited budgets, he says there are ways to integrate science into the curriculum by creating more hands-on, research-based learning opportunities, such as experimenting with household items. Letting kids explore old pumpkins after Halloween, testing insects or making cars out of milk containers, for example, is a low-cost way to bring science into the classroom for young children, he said.
“Kids are natural born scientists,” he said. “It simply came to our notice then. When they absorb the content, they will begin to understand and not be afraid. “
Here are some additional takeaways from the study, which can be read in full in the proceedings of the National Academy of Sciences:
- Girls showed less interest and involvement in computer science and engineering if boys had strong stereotypes about their choice of these fields.
- More than one-third of children believe that girls are less interested in computer science than boys. Eighteen percent of children believe that girls are more interested.
- By the age of 8, girls were already affected by stereotypes: if they were told that girls were not usually interested in any activity, they showed less interest in that activity. Conversely, they were more likely to try an activity if they were told that both boy and girl were interested.
Made this story about girls in STEM Hatchinger report, A non-profit, independent news organization focusing on inequality and innovation in education. For registration Hatchinger’s newsletter.
