The impact of visualizing the group on children's persistence in and perceptions of STEM

Kumar, Sona C.; Haber, Amanda S.; Ghossainy, Maliki E.; Barbero, Samantha; Corriveau, Kathleen H.

doi:10.1016/j.actpsy.2023.103845

Cited by 3 publications

(4 citation statements)

References 47 publications

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“…Over the last decades, much research has been done on the influence of the environment on children's acquisition of gender roles based on existing gender stereotypes in society, many of which are sexist. Thus, the present literature affirms that the interaction of boys and girls with the different agents of socialisation encourages the acquisition of these stereotyped gender roles prematurely, from early childhood (Kumar et al, 2023). According to Matud et al (2002) from birth, gender is constituted as an element that generates differences, so that adults treat boys and girls differently, thus, from a very early age, they are aware of the existence of differential expectations according to their sex.…”

Section: Introductionsupporting

confidence: 64%

Revisión sistemática sobre la socialización de género en la etapa de educación infantil

Rueda

Gijón

Heredia

2023

PSRI

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A lo largo de la etapa de Educación infantil se configura la identidad de género mediante el proceso de socialización por el cual, niños y niñas adquieren y construyen estereotipos y roles estereotipados de género, en muchos casos dicotomizados y sexistas. El objetivo general que guía este estudio es conocer la socialización de género y la adquisición y construcción de roles estereotipados y estereotipos de género en niños y niñas en la etapa de Educación Infantil a partir de la revisión sistemática en las bases de datos Web of Science, Scopus y Dialnet. Tras una búsqueda sistemática, 124 documentos de todas las bases de datos han conformado la muestra final. Para empezar, se ha realizado un análisis cualitativo-cuantitativo de las publicaciones seleccionadas en cada una de las bases de datos para en segundo lugar, realizar un análisis de contenido sobre la presencia de roles y/o estereotipos de género en los niños y niñas en dichos estudios. Se concluye con la identificación de un mayor número de publicaciones en la base de datos Web of Science sobre dicha temática; la existencia de un mayor número de publicaciones que centran sus estudios en niños y niñas del Segundo ciclo de Educación Infantil; y la presencia de roles estereotipados y estereotipos de género en relación al juego y los juguetes.

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Section: Introductionsupporting

confidence: 64%

Revisión sistemática sobre la socialización de género en la etapa de educación infantil

Rueda

Gijón

Heredia

2023

PSRI

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“…The study conducted by Kumar et al [20] with children between 4 and 6 years of age found that in the male/all-female condition, the scientist figure was more rooted in the male role, with 59%, as opposed to 33% in the all-female condition, 38% in the all-male condition and 43% in the female/all-male condition. In the study carried out by the authors for "(Model 2) social role theory" with children in primary education, it can be seen that many professions still have a gender difference in perception (Figure 11a,b), where powerful and intellectual occupations are associated with men, and more care-oriented professions are associated with women.…”

Section: Discussionmentioning

confidence: 98%

“…The author defends that gender differences in ability and ability sorting explain a portion of the gender gap in STEM careers. These gender stereotypes were also investigated by Kumar et al [20] with children aged 4-6 years. The authors assessed the perceptions of children when they viewed one of four groups of scientists: all-male, all-female, a lone female among all males, or a lone male among all females.…”

mentioning

confidence: 91%

The Gender Gap in STEM Careers: An Inter-Regional and Transgenerational Experimental Study to Identify the Low Presence of Women

et al. 2023

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Currently, the number of job offers in STEM careers (Science, Technology, Engineering and Mathematics) is growing up, but by contrast, the number of graduates in these fields is decreasing, particularly women graduates. Consequently, if we do not promote the training of women in STEM careers, the gender gap, far from narrowing, will continue to widen. This paper presents the research carried out in the ALAS project (Accompanying girLs towArds STEM careers), which consists of an experimental analysis based on a multi-model study to discover the possible causes of this low participation of women in STEM fields. The models used are the (1) expectancy–value theory of motivation, (2) social role theory, and (3) gender stereotypes theory. Additionally, participatory workshops have been carried out, with the aim of capturing the students’ reactions when they are introduced to STEM practices. The surveyed target groups range from primary education groups up to university graduates and enterprise employees, including both students and teachers. The obtained results show that there are still social patterns that make young people differentiate certain types of activities based on gender, especially at secondary school age. Nevertheless, the findings reveal that beyond the three studied models, a key factor in young people’s decision to be enrolled in STEM careers is their educational environment.

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“…Even at age 4, social comparison with peers can either help children feel optimistic or pessimistic about whether is possible for them to do something well (Butler, 1998; Rhodes & Brickman, 2008). Social messages about the importance of hard work prior to a difficult task leads to persistence above and beyond what children will do on their own (Kumar et al, 2023; Leonard et al, 2020; Shachnai et al, 2022). Finally, we bring attention to a children’s past successful efforts, it can motivate them to seek more opportunities to challenge themselves (Dweck, 2017; Mueller & Dweck, 1998).…”

Section: Pathway 2: Naïve Pessimism To Creative Transcendencementioning

confidence: 99%

How children learn to transcend limits: Developmental pathways to possibility beliefs

Kushnir

2023

Possibility Studies & Society

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This review presents a theoretical account of the development of possibility beliefs in childhood through two developmental pathways, centered around the experience and understanding of our intentional, goal-directed actions. Pathway 1 (Naïve Optimism to Calibrated Realism) can be seen as early as the first year, as increased coordination of action through motor experience leads infants to a graded notion of what is possible and how much effort is required to achieve goals. Infants also incorporate social information into their earliest possibility beliefs, referencing caregivers to guide them in uncertain situations and learning from role models to effectively calibrate effort. Pathway 2 (Naïve Pessimism to Creative Transcendence) emerges from ages 4 to 7. At first, preschoolers correctly distinguish possible and impossible actions but are overly pessimistic about limits on possibility. With age, children use their imaginations to overcome hypothetical limits. This account suggests that realistic beliefs about what we can possibly do are in place in early childhood, preceding later developmental milestones in self-concept, identity, self-efficacy, achievement-orientation, and self-goals. This leaves open questions about mechanisms of change, how possibility beliefs contribute to later self-beliefs, and whether interventions that combine action experience with creative idea generation can increase the sense of the possible in children and adults.

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The impact of visualizing the group on children's persistence in and perceptions of STEM

Cited by 3 publications

References 47 publications

Revisión sistemática sobre la socialización de género en la etapa de educación infantil

Revisión sistemática sobre la socialización de género en la etapa de educación infantil

The Gender Gap in STEM Careers: An Inter-Regional and Transgenerational Experimental Study to Identify the Low Presence of Women

How children learn to transcend limits: Developmental pathways to possibility beliefs

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