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Start Over Author "Fields, Grace" Topic gender stereotypes
4 results on '"Fields, Grace"'

2. STEM gender stereotypes from early childhood through adolescence at informal science centres

Author

McGuire, Luke, Mulvey, Kelly Lynn, Goff, Eric, Irvin, Matthew, Winterbottom, Mark, Fields, Grace, Hartstone-Rose, Adam, Rutland, Adam, Winterbottom, Mark [0000-0001-8748-6733], and Apollo - University of Cambridge Repository

Subjects
informal settings, STEM stereotypes, gender stereotypes
Abstract

Stereotypes about science, technology, engineering and mathematics (STEM) are associated with reduced STEM engagement among girls and women. The present study examined these stereotypes from early childhood through adolescence within informal science learning sites (ISLS; science museums, zoos, aquariums). Further, the study explored whether interactions with male or female educators influenced STEM stereotypes. Participants (n = 997, female = 572) were ISLS visitors in the UK and USA who either interacted with an educator, or no educator. With age participants were more likely to report that “both boys and girls” are “usually”, “should” be, and “can” be good at STEM. Independent of age, male participants reported that their own gender group “should” be good at STEM. Educator interactions did not influence stereotype responses. These results highlight early childhood as a key developmental window in which to challenge ideas about who can and should be proficient in STEM.

Published
2020
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3. Science and Math Interest and Gender Stereotypes: The Role of Educator Gender in Informal Science Learning Sites.

Author

McGuire, Luke, Monzavi, Tina, Hoffman, Adam J., Law, Fidelia, Irvin, Matthew J., Winterbottom, Mark, Hartstone-Rose, Adam, Rutland, Adam, Burns, Karen P., Butler, Laurence, Drews, Marc, Fields, Grace E., and Mulvey, Kelly Lynn

Subjects
GENDER stereotypes, NONFORMAL education, SCIENCE journalism, WOMEN teachers, MATHEMATICS
Abstract

Interest in science and math plays an important role in encouraging STEM motivation and career aspirations. This interest decreases for girls between late childhood and adolescence. Relatedly, positive mentoring experiences with female teachers can protect girls against losing interest. The present study examines whether visitors to informal science learning sites (ISLS; science centers, zoos, and aquariums) differ in their expressed science and math interest, as well as their science and math stereotypes following an interaction with either a male or female educator. Participants (n = 364; early childhood, n = 151, M age = 6.73; late childhood, n = 136, M age = 10.01; adolescence, n = 59, M age = 13.92) were visitors to one of four ISLS in the United States and United Kingdom. Following an interaction with a male or female educator, they reported their math and science interest and responded to math and science gender stereotype measures. Female participants reported greater interest in math following an interaction with a female educator, compared to when they interacted with a male educator. In turn, female participants who interacted with a female educator were less likely to report male-biased math gender stereotypes. Self-reported science interest did not differ as a function of educator gender. Together these findings suggest that, when aiming to encourage STEM interest and challenge gender stereotypes in informal settings, we must consider the importance of the gender of educators and learners. [ABSTRACT FROM AUTHOR]

Published
2021
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4. STEM gender stereotypes from early childhood through adolescence at informal science centers

Author

McGuire, Luke, Mulvey, Kelly Lynn, Goff, Eric, Irvin, Matthew J, Winterbottom, Mark, Fields, Grace E, Hartstone-Rose, Adam, and Rutland, Adam

Subjects
5. Gender equality, 4. Education, Gender Stereotypes, Informal Settings, Stem Stereotypes, 10. No inequality
Abstract

Stereotypes about science, technology, engineering and mathematics (STEM) are associated with reduced STEM engagement amongst girls and women. The present study examined these stereotypes from early childhood through adolescence within informal science learning sites (ISLS; science museums, zoos, aquariums). Further, the study explored whether interactions with male or female educators influenced STEM stereotypes. Participants (n = 997, female = 572) were ISLS visitors in the UK and USA who either interacted with an educator, or no educator. With age participants were more likely to report that "both boys and girls" are "usually", "should" be, and "can" be good at STEM. Independent of age, male participants reported that their own gender group "should" be good at STEM. Educator interactions did not influence stereotype responses. These results highlight early childhood as a key developmental window in which to challenge ideas about who can and should be proficient in STEM.

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