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Perceptions and Effects of Stem Stereotypes for Children and Adolescents.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Perceptions and Effects of Stem Stereotypes for Children and Adolescents./
作者:	Joy, Angelina Jeanette.
面頁冊數:	1 online resource (152 pages)
附註:	Source: Dissertations Abstracts International, Volume: 84-12, Section: A.
Contained By:	Dissertations Abstracts International84-12A.
標題:	Child development. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=30463909click for full text (PQDT)
ISBN:	9798379653682

Perceptions and Effects of Stem Stereotypes for Children and Adolescents.
Joy, Angelina Jeanette.

Perceptions and Effects of Stem Stereotypes for Children and Adolescents. - 1 online resource (152 pages)

Source: Dissertations Abstracts International, Volume: 84-12, Section: A.

Thesis (Ph.D.)--North Carolina State University, 2023.

Includes bibliographical references

Girls and racial/ethnic minoritized individuals are often stereotyped as less competent in science, technology, engineering, and math (STEM) fields. These stereotypes lead to unwelcoming environments and higher attrition rates from STEM for girls and racial/ethnic minoritized individuals, which, in turn, can contribute to the gender and racial disparities seen in STEM fields today. This dissertation includes three manuscripts examining children's and adolescents' perceptions of STEM stereotypes and the impact of these STEM stereotypes.The first manuscript examines how factors such as growth mindset and gender stereotype resistance are related to children's drawings of scientists. Scientist drawings were also analyzed based on the gender, skin tone, and stereotypical features of the scientist. Participants (N = 69, 66.7% female, Mage = 7.60, SD = 2.13) were asked to draw a scientist and also complete a questionnaire with growth mindset and gender stereotype resistance measures. Results showed that with age children were less likely to draw a female scientist or a scientist with a darker skin tone however they were more likely to draw a scientist with stereotypical features such as a lab coat. Furthermore, boys were less likely to draw a female scientist compared to girls, and participants with a higher growth mindset were more likely to draw female scientists. Therefore, this study gave insight into children's stereotypes about scientists as well as what factors, like growth mindset, may lead to more diverse perceptions.The second manuscript evaluates adolescents' (N = 294; Mage = 15.72 years; 52.3% female) peer inclusion and attribution of ability decisions for a hypothetical STEM group project. Participants had to choose a peer to be in their group to work on a STEM project and choose who they thought would be best at the project, they also had to give their reasoning behind their choices. Additionally, factors like school racial climate and STEM classroom climate were assessed to see how they related to participants' choices. Findings determined that participants with lower perceptions of stereotyping in their school were more likely to choose a non-White peer. Female participants were more likely than male participants to choose a female peer and they were more likely to use reasoning based on gender. Furthermore, participants with greater STEM connectedness were more likely to believe a non-White peer would be best at the STEM project. This study demonstrates the importance of school racial climate and STEM classroom climate on adolescents' inclusive behaviors in STEM.The third manuscript examines the relationship between STEM stereotype awareness and self-determination by evaluating adolescents' needs satisfaction and intrinsic motivation. High school students (N = 273, 56.1% female, Mage = 15.76 years, SD = 1.24) completed questionnaires regarding their experiences in STEM. A path analysis revealed that there was a negative association between STEM stereotype awareness and intrinsic motivation and a positive association between needs satisfaction and intrinsic motivation. Furthermore, there was also a negative indirect effect of STEM stereotype awareness on intrinsic motivation through needs satisfaction. The results from this study highlight the important role needs satisfaction can play to help mitigate the negative effects of STEM stereotype awareness.As demonstrated by these three manuscripts, children and adolescents are aware of and endorse STEM stereotypes and the effects of these stereotypes can be seen in adolescents' social and academic outcomes. Stereotypes influence adolescents' inclusive behaviors as well as their motivation in STEM, thus creating unwelcoming environments and making it that much harder for students to persist in STEM. By evaluating children's and adolescents' perceptions of STEM we can be better informed to develop interventions that can help keep youth interested in and pursuing STEM careers.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2023

Mode of access: World Wide Web

ISBN: 9798379653682Subjects--Topical Terms:

515512
Child development.
Index Terms--Genre/Form:

542853
Electronic books.

Perceptions and Effects of Stem Stereotypes for Children and Adolescents.
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