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.

该项目将研究可能限制女孩和妇女充分参与科学、技术、工程和数学 (STEM) 领域的信念和动机过程的起源。具体来说，这个综合项目旨在澄清关于 STEM 能力的性别刻板印象如何首先形成以及这些刻板印象如何与 STEM 中的性别差距相关的混合发现。一些针对儿童的研究发现了男性在数学和科学方面能力优越的刻板印象，但其他研究则发现只有群体内偏见，甚至是女性优越的刻板印象。该项目将综合全球超过 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的发现。例如，随着儿童年龄的增长和在环境中学习信息，儿童的 STEM 能力刻板印象可能会越来越有利于男孩和男性。了解这些发展轨迹可以帮助干预研究人员和从业者瞄准儿童开始相信女孩和妇女在 STEM 方面较差的最早年龄。该项目由两项荟萃分析组成，将分析 (a) 儿童性别平均水平的变化关于 STEM 能力的刻板印象以及 (b) 这些刻板印象与动机 STEM 结果（例如信心和兴趣）相关。在这两项荟萃分析中，焦点调节因素将包括儿童人口统计数据、文化背景和测量特征。该项目产生的知识将有助于澄清有关 STEM 能力刻板印象的混合发展文献。理解为什么一项研究发现刻板印象强烈偏爱男性，而另一项研究却发现相反的情况，对于促进累积性、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，综合能力刻板印象如何与信心和兴趣等结果相关，可以建立关于这些信念如何与 STEM 参与中的性别差距相关的基础知识。该奖项反映了 NSF 的法定使命，并通过使用基金会的智力评估进行评估，被认为值得支持。优点和更广泛的影响审查标准。