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The rapidly growing needs of the science, technology, engineering, and mathematics (STEM) workforce have attracted educators and policymakers to reinforce STEM education from elementary to postsecondary education. Additionally, an increasing number of English language learners (ELLs) in the U.S. public education system draws educators' attention to improve their STEM learning performance. This study aimed to investigate the extent to which pertinent factors, i.e. language proficiency, pedagogical approach, cultural diversity, learning interest, and classroom climate are interacted in Chinese ELLs' STEM learning engagement and performance and conduct a culture-based insight of the linkage of the key factors. Five first-generation young Chinese ELLs and their parents from public kindergarten and elementary schools in the U.S. completed two rounds of individual interviews. A qualitative cross-case analysis from an Emic perspective was used to explore how the key factors associated with Chinese ELLs' STEM learning outcomes, including learning engagement (effort and persistence) and performance. Data were analyzed by NVivo 12.0. Language proficiency, pedagogical approach, learning interest, and classroom climate carried global influences on Chinese ELLs' learning outcomes from different aspects. Moreover, cultural diversity as a contextual element influenced Chinese ELLs' STEM learning engagement and performance throughout the other four factors. The findings of this study delineated a bridge that linked language proficiency, pedagogical approach, cultural diversity, learning interest, classroom climate, and interactions to STEM learning outcomes as multifaceted systems under possible contextual situations among Chinese ELLs. With an integrative understanding of cultural diversity and other key factors, we suggested that educators could utilize culture-centered connectivity in STEM teaching for students from a Chinese background.

Learning coding during early childhood is an effective way for children to practice computational thinking. Aspects of children's motivation can increase the likelihood that children approach computational thinking activities with enthusiasm and deep engagement. Gender inequities may interfere with children's readiness to take advantage of opportunities to build computational thinking skills through activities such as coding. Societal stereotypes can reduce young girls' motivation to engage with computer science, preventing them from gaining benefits from coding activities designed to support computational thinking. This study examined children's gender stereotypes as well as children's own motivation for computer coding in 363 first- through third-grade children. We assessed gender differences in both stereotypes and motivation, as well as links between the stereotypes that individual children held and their own motivation. Children generally endorsed stereotypes about interest and ability for computer coding that favored their own-gender group, although third-grade girls reported gender-egalitarian beliefs about interest in coding. There were no gender differences in children's motivation for computer coding in terms of their own interest, sense of belonging, or ability self-concepts. Children's stereotypes about their own-gender group were significantly positively correlated with their own motivation for computer coding. These findings suggest that early childhood represents an excellent age for children to begin building computational thinking skills, before girls endorse negative stereotypes about their gender's interest in computer science.

Gender stereotypes about science, technology, engineering, and math (STEM) are salient for children and adolescents and contribute to achievement-related disparities and inequalities in STEM participation. However, few studies have used a longitudinal design to examine changes in gender stereotypes across a range of STEM fields. In a large, preregistered study, we examined the developmental trajectories of two gender stereotypes (involving interest and ability) in four STEM fields across three time points within a calendar year, starting in Grades 2–8. The diverse sample included 803 students ages 7–15 years old at the start of the study (50% girls; 8.5% Asian, 6.0% Black, 25.5% Hispanic/Latinx, 43.7% White, and 16.3% other). Multilevel growth modeling was used to examine developmental trajectories in students' stereotypes for four STEM fields (math, science, computer science, and engineering) while considering both gender and grade level. We found that different STEM disciplines displayed different developmental patterns: Math ability and science interest stereotypes more strongly favored girls over the year among elementary school participants, whereas computer science stereotypes less strongly favored boys over time, and engineering stereotypes (which largely favored boys) were stable across time. The results highlight that the development of stereotypes is not the same for all STEM fields as well as the need to understand the complexity and specificity of developmental change across fields and types of stereotypes. Public Significance Statement: This study tracked changes in children and early adolescents' STEM-gender stereotypes over the course of a calendar year, specifically focusing on gender stereotypes about who is interested and capable in STEM. We found greater stability in stereotypes about engineering than math, science, and computer science, and among middle school students compared to elementary school students. Based on patterns within the present study, we suggest that efforts to reduce gender stereotyping in STEM fields should begin early, before stereotypes take root. [ABSTRACT FROM AUTHOR]

The rapidly growing needs of the science, technology, engineering, and mathematics (STEM) workforce have attracted educators and policymakers to reinforce STEM education from elementary to postsecondary education. Additionally, an increasing number of English language learners (ELLs) in the U.S. public education system draws educators' attention to improve their STEM learning performance. This study aimed to investigate the extent to which pertinent factors, i.e. language proficiency, pedagogical approach, cultural diversity, learning interest, and classroom climate are interacted in Chinese ELLs' STEM learning engagement and performance and conduct a culture-based insight of the linkage of the key factors. Five first-generation young Chinese ELLs and their parents from public kindergarten and elementary schools in the U.S. completed two rounds of individual interviews. A qualitative cross-case analysis from an Emic perspective was used to explore how the key factors associated with Chinese ELLs' STEM learning outcomes, including learning engagement (effort and persistence) and performance. Data were analyzed by NVivo 12.0. Language proficiency, pedagogical approach, learning interest, and classroom climate carried global influences on Chinese ELLs' learning outcomes from different aspects. Moreover, cultural diversity as a contextual element influenced Chinese ELLs' STEM learning engagement and performance throughout the other four factors. The findings of this study delineated a bridge that linked language proficiency, pedagogical approach, cultural diversity, learning interest, classroom climate, and interactions to STEM learning outcomes as multifaceted systems under possible contextual situations among Chinese ELLs. With an integrative understanding of cultural diversity and other key factors, we suggested that educators could utilize culture-centered connectivity in STEM teaching for students from a Chinese background. [ABSTRACT FROM AUTHOR]