Module 2 – Chapter 2
Some stereotypes can be true on average – like that snakes or spiders are often dangerous. We often use stereotypes like this as a mental shortcut – such as treating these creatures with caution. But they can also cause a lot of harm when used to make incorrect assumptions about individual people.
Adults are important for pushing back against false stereotypes that girls don’t like STEM or aren’t as good at math or science as boys. These types of stereotypical messages make it harder to learn, remember information, or communicate about ideas. When you hear people say these sorts of things, watch out for potentially harmful stereotypes. The next section will include tips on how you can change the narrative.
- An adult or peer says, “I’m just not a math person.” Children listen to these messages and may decide for themselves that they are also not good at math or a STEM person.
- When parents or other people who are important to a child reinforce or repeat messages like “Those blocks/legos are for boys, not girls.” If children believe that superficial things matter, like the color of a toy’s packaging, gender stereotypes can become harder to dispel.
This sort of thinking can lead beyond becoming aware of gender stereotypes to starting to believe it themselves.
The last section considers how educators can ensure their programs are inclusive for young girls as well as boys.
When do young people become aware of gender stereotypes?
Young children tend to have strong in-group biases, especially when it comes to gender. This means most elementary schoolers feel very positively about their gender in-group. For example, you may notice some girls gravitate toward playing with other girls.
Over the course of later elementary and middle school, children become more aware of societal gender stereotypes. “Awareness” of stereotypes means that they realize that other people hold these beliefs. The awareness of gender stereotypes about STEM increases between elementary and middle school.
How do young people become aware of gender stereotypes?
Children pick up on these stereotypes from parents, teachers, peers, books, and media (tv shows and movies). Here are common ways children may make inferences about typical gender stereotypes:
- They may notice gendered patterns in who does certain jobs or activities, or who is signed up for certain afterschool programs or summer camps.
- When they walk into a toy store, they may see the way that toys are divided by gender, with robotics kits for boys and craft kits for girls.
- Children may also notice subtle classroom gender dynamics: Who gets called on first? Who has the right answer? Who is always first in line to use the computers or STEM materials?
- Adults may talk to boys and girls differently about science: Parents may explain less about scientific concepts to girls than boys, and underestimate girls’ interest in science.
Why do gender stereotypes matter?
Did you know that merely being aware of these gender stereotypes can affect how well students do on STEM tasks! Many children (but not all) may not only be “aware” of but also “endorse” gender stereotypes, which means that they personally believe the stereotypes are true.
- For example, a well-known stereotype in the U.S. is that boys are better than girls in math.
- This is generally not true – girls actually earn higher grades in math than boys at many educational levels.
Stereotypes can create self-fulfilling prophecies. They can affect the way that children see themselves. If girls believe in the stereotypes that they will not enjoy or be good at STEM, then they are unlikely to participate in these activities, missing out on chances to improve their skills and discover how much they actually do like STEM.
Play Video: Origins of Stereotypes
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References:
Clements, D. H., & Sarama, J. (2018). Myths of early math. Education Sciences, 8(2), 71.
Gunderson, E. A., Ramirez, G., Levine, S. C., & Beilock, S. L. (2012). The role of parents and teachers in the development of gender-related math attitudes. Sex roles, 66(3), 153-166.
Leaper, C., & Bigler, R. S. (2018). Societal causes and consequences of gender typing of children’s toys. In E. S. Weisgram & L. M. Dinella (Eds.), Gender typing of children’s toys: How early play experiences impact development (pp. 287–308). American Psychological Association.
Lewis, M., Cooper Borkenhagen, M., Converse, E., Lupyan, G., & Seidenberg, M. S. (2022). What might books be teaching young children about gender? Psychological Science, 33(1), 33-47.
The Lyda Hill Foundation & the Geena Davis Institute on Gender in Media. (2018). Portray her: Representations of women STEM characters in media. https://seejane.org/wp-content/uploads/portray-her-full-report.pdf
Master, A. (2021). Gender stereotypes influence children’s STEM motivation. Child Development Perspectives, 15, 203-210.
Wang, M. M., Cardarelli, A., Leslie, S. J., & Rhodes, M. (2022). How children’s media and teachers communicate exclusive and essentialist views of science and scientists. Developmental Psychology. Advance online publication.