STEM gender stereotypes from early childhood through adolescence at informal science centers

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.
Highlights • Gender stereotypes about science, technology, engineering and mathematics (STEM) ability emerge in early childhood • Adolescents are more likely to say that both boys and girls should, can and usually are good at STEM • Boys are more likely than girls to say that their own gender group ‘should’ be good at STEM • Stereotypes do not change based on an interaction with an educator (male or female) in an informal science learning site