Science and Math Interest and Gender Stereotypes: The Role of Educator Gender in Informal Science Learning Sites.
STEM interest
gender equity
gender stereotypes
informal science learning
math interest
science interest
Journal
Frontiers in psychology
ISSN: 1664-1078
Titre abrégé: Front Psychol
Pays: Switzerland
ID NLM: 101550902
Informations de publication
Date de publication:
2021
2021
Historique:
received:
07
10
2019
accepted:
01
03
2021
entrez:
12
4
2021
pubmed:
13
4
2021
medline:
13
4
2021
Statut:
epublish
Résumé
Interest in science and math plays an important role in encouraging STEM motivation and career aspirations. This interest decreases for girls between late childhood and adolescence. Relatedly, positive mentoring experiences with female teachers can protect girls against losing interest. The present study examines whether visitors to informal science learning sites (ISLS; science centers, zoos, and aquariums) differ in their expressed science and math interest, as well as their science and math stereotypes following an interaction with either a male or female educator. Participants (
Identifiants
pubmed: 33841221
doi: 10.3389/fpsyg.2021.503237
pmc: PMC8033013
doi:
Types de publication
Journal Article
Langues
eng
Pagination
503237Subventions
Organisme : Wellcome Trust
Pays : United Kingdom
Informations de copyright
Copyright © 2021 McGuire, Monzavi, Hoffman, Law, Irvin, Winterbottom, Hartstone-Rose, Rutland, Burns, Butler, Drews, Fields and Mulvey.
Déclaration de conflit d'intérêts
The authors declare that the research was conducted in the absence of any commercial or financial relationships that could be construed as a potential conflict of interest.
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