The complicated truth about gender stereotypes in STEM

Not all gender stereotypes about science, technology, engineering, and math are the same, according to a new study.

The study reviewed a number of previous studies on the beliefs children hold about gender and STEM. Another common assumption is that children view girls as bad at math, an idea that many educational efforts attempt to counter.

But, surprisingly, the researchers found that psychological statistics are much less gendered than assumptions suggest.

In fact, children show very little male bias in math. Instead, children tend to believe that girls are worse at engineering and computer science than boys, and develop such beliefs as early as six.

Dr. David I. Miller, who is the lead author of this study, said that these findings should affect how professionals and educators try to reduce the subtle expressions of gender in STEM inside and outside the classroom.

Miller, a senior researcher in STEM education at the American Institutes for Research, noted that negative stereotypes about what girls can achieve in engineering and computer science prevent them from entering the field at a time when technology, science, and culture are changing the world. .

“Girls-focused programs in STEM in general could benefit from a targeted focus on computing and engineering,” Miller said, “given the importance of how that could shape the future trajectories of girls, in terms of who goes into emerging technology fields, like artificial intelligence.”

Miller said it is also important to better understand how children as young as six develop implicit beliefs about gender stereotypes in different STEM fields.

For some children, that may happen by accident. Miller and his co-authors noted that in a study conducted in English-speaking countries, some young children confuse the word engineer with the word engine, thus associating the latter occupations with the male-dominated field of auto mechanics.

But Miller also said children may absorb media coverage and popular culture portrayals of male tech billionaires, leaving them with the false impression that girls and women are not interested in or capable of engineering and computer science.

Miller said correcting those stereotypes over time may require classroom exposure to computer science and engineering, rather than making it optional or accessible only through extracurricular programs.

Dr. Allison Master, an assistant professor at the University of Houston who studies gender perspectives in STEM, said the new study paints a clearer picture of how children “see the world.” Master did not participate in Miller’s study.

He mentioned that it is important to realize that not all six-year-old children have STEM stereotypes. Yet the Master knows how prejudices can hurt; his research focuses on how they can become “self-fulfilling prophecies” for children.

Master said that parents and teachers should examine their own views, remembering that their words or actions may send the message, unintentionally or not, that STEM is not for girls.

He also added that common language about boys and girls can strengthen people’s opinions. Appropriate language such as “some girls” or “many boys” can help children avoid overstating their abilities.

“Normal stereotypes can change how girls see themselves,” Master said in an email. “Stereotypes can make girls question their abilities and their existence, so they choose to avoid STEM opportunities.”