Not all gender stereotypes surrounding science, technology, engineering, and math (STEM) are the same, as highlighted by a recent study. Researchers examined numerous prior studies to investigate the perceptions children have regarding gender and STEM disciplines. While it is often assumed that children perceive girls as poor at math—a notion that many educational programs strive to challenge—the results present a more complex scenario.
Interestingly, the research indicates that math stereotypes are not as gender-specific as once believed. Rather, children tend to think that girls are less proficient in engineering and computer science than boys. These stereotypes can start forming by the age of six.
Dr. David I. Miller, the principal author of the study and a senior researcher in STEM education at the American Institutes for Research, stressed that these results should guide how educators and specialists tackle gender stereotypes in STEM areas. He noted that negative notions concerning girls’ capabilities in engineering and computer science can dissuade them from entering these fields, particularly during a time when technological advancements are transforming the landscape.
“Initiatives aimed at girls in STEM may gain from a more focused strategy on computing and engineering,” Miller stated. “Such emphasis could profoundly influence girls’ future directions, especially in rising tech areas like artificial intelligence.”
The research also underscores the necessity of understanding how young children cultivate these complex beliefs. For some, misunderstandings may develop inadvertently. For instance, in English-speaking nations, children occasionally conflate the word “engineer” with “engine,” linking the occupation with the predominantly male sphere of auto mechanics. Moreover, portrayals in media of male tech magnates might also play a role in fostering the belief that girls and women lack interest or skill in engineering and computer science.
To challenge these stereotypes, Miller proposed incorporating computer science and engineering into universal school curricula, instead of confining access to optional or extracurricular activities.
Dr. Allison Master, an assistant professor at the University of Houston who researches gender stereotypes in STEM, commended the study for shedding light on how children perceive their surroundings. Although she was not part of the research, Master pointed out that not every six-year-old holds STEM stereotypes. Nonetheless, she recognized the harmful nature of such beliefs, as her research delves into how stereotypes can create “self-fulfilling prophecies” for kids.
Master encouraged parents and educators to examine their own biases, noting that their comments and behaviors—whether intentional or incidental—can convey the idea that STEM is not for girls. She also suggested using more accurate terminology, like “some girls” or “many boys,” to help children refrain from overgeneralizing their abilities.
“Stereotypes can influence how girls view themselves,” Master conveyed in an email. “They can instill doubts about their capabilities and sense of belonging, leading them to shy away from STEM opportunities entirely.”
By confronting these stereotypes at an early stage and cultivating inclusive environments, parents and educators can empower all children to pursue STEM fields.