The Development of Gender Stereotypes About STEM Abilities: A Meta-Analysis

关于 STEM 能力的性别刻板印象的发展：荟萃分析

• 批准号: 1920401
• 负责人: David Miller
• 金额: $ 49.98万
• 依托单位: American Institutes for Research in the Behavioral Sciences
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2019
• 资助国家: 美国
• 起止时间: 2019-10-01 至 2024-09-30
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1920401&HistoricalAwards=false
• 关键词: Development; Gender; Stereotypes; About; STEM

This project will study the origins of beliefs and motivational processes that could potentially limit the full participation of girls and women in science, technology, engineering, and mathematics (STEM) fields. Specifically, this synthesis project aims to clarify mixed findings about how gender stereotypes about STEM abilities first develop and how these stereotypes relate to gender gaps in STEM. Some studies of children have found the expected stereotype of superior male ability in mathematics and science, but others have found only in-group bias or even stereotypes of female superiority. This project will synthesize more than 25 years of empirical research across the world to understand how demographic, contextual, and measurement factors explain these mixed findings. For instance, children's STEM ability stereotypes may increasingly favor boys and men as children age and learn messages in their environments. Knowledge of these developmental trajectories can help intervention researchers and practitioners target the earliest ages when children begin to believe that girls and women are inferior in STEM.This project consists of two meta-analyses that will analyze variation in (a) mean levels of children's gender stereotypes about STEM abilities and (b) these stereotypes relation to motivational STEM outcomes such as confidence and interests. In both meta-analyses, focal moderators will include child demographics, cultural contexts, and measurement characteristics. Knowledge generated by this project will help bring clarity to the mixed developmental literature on STEM ability stereotypes. Understanding why one study finds stereotypes strongly favoring males, whereas another study finds the opposite, will be critical to foster cumulative, replicable science and build integrative theories of stereotype development. Furthermore, synthesizing how ability stereotypes relate to outcomes such as confidence and interests can build fundamental knowledge on how these beliefs might relate to gender gaps in STEM participation.This award reflects NSF's statutory mission and has been deemed worthy of support through evaluation using the Foundation's intellectual merit and broader impacts review criteria.

该项目将研究信仰和动机过程的起源，这些过程可能会限制女孩和妇女在科学，技术，工程和数学（STEM）领域的全面参与。具体而言，该综合项目旨在阐明有关茎能力的性别刻板印象的混合发现，以及这些刻板印象如何与STEM中的性别差距有关。一些对儿童的研究发现了在数学和科学中男性卓越能力的预期刻板印象，但另一些研究只发现了女性优越性的小组内偏见甚至刻板印象。该项目将在全球范围内综合25年的实证研究，以了解人口，背景和测量因素如何解释这些混合发现。例如，随着儿童的年龄，儿童的STEM能力刻板印象可能越来越喜欢男孩和男人，并在环境中学习信息。这些发育轨迹的了解可以帮助干预研究人员和从业人员的目标，而当孩子开始相信女孩和女性在STEM中较低时，该项目由两个荟萃分析组成，这些项目将分析（a）（a）儿童性别刻板印象的平均水平在STEM能力上的差异，以及（B）这些刻板印象与这些刻板型的相关性和（b）这些刻板型的置信度以及诸如置信度和感兴趣的兴趣和利益。在两个荟萃分析中，焦点主持人将包括儿童人口统计，文化环境和测量特征。该项目产生的知识将有助于使有关STEM能力刻板印象的混合发展文献清晰。理解为什么一项研究发现刻板印象非常有利于男性，而另一项研究发现相反的刻板印象对于培养累积，可复制的科学和建立刻板印象发展的综合理论至关重要。此外，综合刻板印象如何与信心和兴趣等结果相关联，可以建立有关这些信念如何与STEM参与中性别差距有关的基本知识。该奖项反映了NSF的法定任务，并认为通过使用该基金会的知识分子和更广泛的影响来评估CRITERIA CRITERIA CRITEIA。