Work

Maladaptive but malleable: Gender-science stereotypes emerge early but are modifiable by language

Year: 2024

Type: article

Abstract: Gender-science stereotypes emerge early in childhood, but little is known about the developmental processes by which they arise. The present study tested the hypothesis that language implying scientists are a special and distinct kind of person contributes to the development of gender-science stereotypes, even when it does not communicate stereotypic content. One cross-sectional and two longitudinal studies with racially and geographically diverse children (primarily from the United States; ages 4-5; N = 872, tested 2020-2022) revealed that gender stereotypes about science versus art (a) emerge before elementary school, (b) arise from commonplace identity-emphasizing language, especially among girls, and (c) can be durably disrupted by subtle changes to language. This study identifies a promising way to counteract stereotypes at their roots.

Source: Child Development

DOI: 10.1111/cdev.14213

Authors: Michelle M Wang, Amanda Cardarelli, Jonah Brenner, Sarah-Jane Leslie, Marjorie Rhodes

Institutions: New York University, Princeton University

Language: English

Topic: Science Education and Perceptions

Subfield: Developmental and Educational Psychology

Field: Psychology

Domain: Social Sciences

SDGs: Reduced inequalities, Gender equality

Open Access status: bronze

Funder: National Science Foundation