Children's Gender Stereotypes in STEM Following a One-Shot Growth Mindset Intervention in a Science Museum.
STEM
gender stereotypes
growth mindset intervention
implicit theories
informal science learning
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:
14
12
2020
accepted:
12
04
2021
entrez:
27
5
2021
pubmed:
28
5
2021
medline:
28
5
2021
Statut:
epublish
Résumé
Women are drastically underrepresented in science, technology, engineering, and mathematics (STEM) and this underrepresentation has been linked to gender stereotypes and ability related beliefs. One way to remedy this may be to challenge male bias gender stereotypes around STEM by cultivating equitable beliefs that both female and male can excel in STEM. The present study implemented a growth mindset intervention to promote children's incremental ability beliefs and investigate the relation between the intervention and children's gender stereotypes in an informal science learning site. Participants (
Identifiants
pubmed: 34040559
doi: 10.3389/fpsyg.2021.641695
pmc: PMC8141795
doi:
Types de publication
Journal Article
Langues
eng
Pagination
641695Informations de copyright
Copyright © 2021 Law, McGuire, Winterbottom and Rutland.
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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