Improving Parents’ and Teachers’ Perceptions of Girls’ STEM Activities and Interests Before and After an Informal STEM Intervention

Hite, Rebecca; Spott, Jessica

doi:10.15695/jstem/v5i1.01

Cited by 3 publications

(3 citation statements)

References 46 publications

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“…Prior interventions have been focused on promoting females' engagement in STEM (e.g., Hite & Spott, 2022;Law et al, 2021;Rhodes et al, 2019;Shachnai et al, 2022). Yet, as noted earlier, women's underrepresentation goes beyond STEM and persists in some non-STEM disciplines thought as requiring brilliance (e.g., philosophy, economics).…”

Section: Gen Er a L Discussionmentioning

confidence: 99%

“…Third, the negative implication of the gender brilliance stereotype on girls' motivation extends beyond the WEIRD cultures, calling for the urgent need for interventions to combat the gender brilliance stereotype as well as its consequences. Prior interventions have been focused on promoting females' engagement in STEM (e.g., Hite & Spott, 2022; Law et al., 2021; Rhodes et al., 2019; Shachnai et al., 2022). Yet, as noted earlier, women's underrepresentation goes beyond STEM and persists in some non‐STEM disciplines thought as requiring brilliance (e.g., philosophy, economics).…”

Section: Discussionmentioning

confidence: 99%

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Gender brilliance stereotype emerges early and predicts children's motivation in South Korea

Kim,

Jin,

Bian

2023

Child Development

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Recent work suggests that the stereotype associating brilliance with men may underpin women's underrepresentation in prestigious careers, yet little is known about its development and consequences in non‐Western contexts. The present research examined the onset of this stereotype and its relation to children's motivation in 5‐ to 7‐year‐old Korean children (N = 272, 50% girls, tested 2021 to 2022). At age 7, children attributed brilliance to men when evaluating Asians and Whites, and girls became less interested in participating in intellectually challenging tasks than boys. Notably, this gender difference in interest was mediated by children's endorsement of the stereotype. The generalizable early emergence of the gender brilliance stereotype and its detrimental implications press the need to tackle gender imbalance in early childhood.

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Section: Gen Er a L Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Gender brilliance stereotype emerges early and predicts children's motivation in South Korea

Kim,

Jin,

Bian

2023

Child Development

View full text Add to dashboard Cite

show abstract

“…Third, the negative implication of the gender brilliance stereotype on girls' motivation extends beyond the WEIRD cultures, calling for the urgent need for interventions to combat the gender brilliance stereotype as well as its consequences. Prior interventions have been focused on promoting females' engagement in STEM (e.g., Hite & Spott, 2022;Law et al, 2021;Rhodes et al, 2019;Shachnai et al, 2022). Yet, as noted earlier, women's underrepresentation goes beyond STEM and persists in some non-STEM disciplines thought as requiring brilliance (e.g., philosophy, economics).…”

Section: Discussionmentioning

confidence: 99%

Gender brilliance stereotype emerges early and predicts children’s motivation in South Korea

Kim,

Jin,

Bian

2023

Preprint

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Recent work suggests that the stereotype associating brilliance with men may underpin women’s underrepresentation in prestigious careers, yet little is known about its development and consequences in non-Western contexts. The present research examined the onset of this stereotype and its relation to children’s motivation in 5- to 7-year-old Korean children (N = 272, 50% girls, tested 2021-2022). At age 7, children attributed brilliance to men when evaluating Asians and Whites, and girls became less interested in participating in intellectually-challenging tasks than boys. Notably, this gender difference in interest was mediated by children’s endorsement of the stereotype. The generalizable early emergence of the gender brilliance stereotype and its detrimental implications press the need to tackle gender imbalance in early childhood.

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Enhancing Middle Grade Students' Interest and Learning in a Community-Engaged Summer STEM Competition

Hite,

Johnson,

Spott

et al. 2023

Advances in Early Childhood and K-12 Education

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This chapter presents a curriculum collaboration between Texas Tech University (STEM CORE and the TTU College of Education) and Lubbock Independent School District (Lubbock ISD) for a week-long STEM challenge, focused on bringing STEM into their communities and reducing barriers to accessing STEM opportunities. The goal of the summer 2021 iteration of Lubbock ISD STEM Challenge was to engage students in a summer STEM experience designed to increase their interest in STEM-related education and career pathways while positively affecting their learning about STEM topics. Readers will discover ten graphic organizers; detailed teacher notes that provide step-by-step facilitation of the event; learning objectives aligned to national standards; a materials list and preparation checklist for activities; detailed answer keys to related student assessments; and five exit tickets. Significant improvement was found among students' use of 21st century skills, STEM learning, and STEM interest. This activity may be used for in-school or community-based (out-of-school) youth STEM enrichment.

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Improving Parents’ and Teachers’ Perceptions of Girls’ STEM Activities and Interests Before and After an Informal STEM Intervention

Cited by 3 publications

References 46 publications

Gender brilliance stereotype emerges early and predicts children's motivation in South Korea

Gender brilliance stereotype emerges early and predicts children's motivation in South Korea

Gender brilliance stereotype emerges early and predicts children’s motivation in South Korea

Enhancing Middle Grade Students' Interest and Learning in a Community-Engaged Summer STEM Competition

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