Department of Psychology and Neuroscience, Temple University, Philadelphia, Pennsylvania, USA.
School of Education, University of California, Irvine, California, USA.
Dev Sci. 2023 Mar;26(2):e13302. doi: 10.1111/desc.13302. Epub 2022 Jul 22.
Despite some gains, women continue to be underrepresented in many science, technology, engineering, and math (STEM) fields. Using a national longitudinal dataset of 690 participants born in 1991, we tested whether spatial skills, measured in middle childhood, would help explain this gender gap. We modeled the relation between 4th-grade spatial skills and STEM majors while simultaneously accounting for competing cognitive and motivational mechanisms. Strong spatial skills in 4th grade directly increased the likelihood of choosing STEM college majors, above and beyond math achievement and motivation, verbal achievement and motivation, and family background. Additionally, 4th-grade spatial skills indirectly predicted STEM major choice via math achievement and motivation in the intervening years. Further, our findings suggest that gender differences in 4th-grade spatial skills contribute to women's underrepresentation in STEM majors. RESEARCH HIGHLIGHTS: Using a national longitudinal dataset, we found 4th-grade spatial skills directly predicted STEM college major choice after accounting for multiple cognitive and motivational mechanisms. Strong spatial skills in 4th grade also elevated STEM major choice via enhanced math achievement and motivation in the intervening years. Gender differences in 4th-grade spatial skills contributed to women's underrepresentation in STEM college majors.
尽管取得了一些进展，但在许多科学、技术、工程和数学（STEM）领域，女性的代表性仍然不足。本研究使用了一项针对 1991 年出生的 690 名参与者的全国纵向数据集，测试了在儿童中期测量的空间技能是否有助于解释这种性别差距。我们在同时考虑到竞争认知和动机机制的情况下，对 4 年级的空间技能与 STEM 专业之间的关系进行了建模。4 年级时较强的空间技能直接增加了选择 STEM 大学专业的可能性，这超出了数学成绩和动机、语言成绩和动机以及家庭背景的影响。此外，4 年级的空间技能通过中间几年的数学成绩和动机间接预测了 STEM 专业的选择。进一步的研究结果表明，4 年级空间技能的性别差异导致了女性在 STEM 专业中的代表性不足。研究亮点：本研究使用全国纵向数据集，发现 4 年级的空间技能在考虑到多种认知和动机机制后直接预测了 STEM 大学专业的选择。4 年级时较强的空间技能还通过提高中间几年的数学成绩和动机来提升 STEM 专业的选择。4 年级时空间技能的性别差异导致了女性在 STEM 大学专业中的代表性不足。
