Miller David I, Lauer Jillian E, Tanenbaum Courtney, Burr Lauren
Human Services Division, American Institutes for Research.
Faculty of Education, Cambridge University.
Psychol Bull. 2024 Dec;150(12):1363-1396. doi: 10.1037/bul0000456.
This meta-analysis studied the development of ability stereotypes that could limit girls' and women's participation in science, technology, engineering, and mathematics (STEM) fields, as well as contribute to boys' underachievement in reading and writing. We integrated findings from 98 studies measuring children's gender stereotypes about STEM and verbal abilities. The data comprised 145,204 children (ages 4-17) from 33 nations across more than 40 years (1977-2020). Preregistered analyses showed why prior researchers have reached diverging conclusions about the onset, change, and extent of these stereotypes in childhood and adolescence. Contrary to some prior conclusions, math stereotypes favoring male ability were minimal on average (0.11 SDs from gender neutrality). Stereotypes were instead far stronger for computer science, engineering, and physics (0.51 SDs), which favored male ability by age 6. Girls increasingly endorsed pro-male STEM stereotypes with age. Pro-female verbal ability stereotypes were also substantial (0.46 SDs), emerging by age 8 and becoming more female-biased with age. Additionally, STEM stereotypes were weaker for Black than White U.S. participants, as predicted. Unexpectedly, however, boys' STEM stereotypes declined before age 13 but increased thereafter, revealing an asymmetric development across STEM versus verbal domains. We integrated developmental intergroup theory and social role theory to explain this asymmetry, considering both cognitive and sociocultural processes. The early emergence of verbal stereotypes and certain STEM stereotypes (e.g., engineering) means that they have ample time to affect later downstream outcomes such as domain-specific confidence and interests. (PsycInfo Database Record (c) 2024 APA, all rights reserved).
这项荟萃分析研究了能力刻板印象的发展，这些刻板印象可能会限制女孩和妇女参与科学、技术、工程和数学（STEM）领域，同时也可能导致男孩在阅读和写作方面成绩不佳。我们整合了98项研究的结果，这些研究测量了儿童对STEM和语言能力的性别刻板印象。数据包括来自40多年间（1977 - 2020年）33个国家的145,204名儿童（年龄在4 - 17岁）。预先注册的分析表明了为什么先前的研究人员在这些刻板印象在童年和青少年时期的出现、变化和程度方面得出了不同的结论。与一些先前的结论相反，平均而言，有利于男性能力的数学刻板印象极小（与性别中立相差0.11个标准差）。相反，计算机科学、工程和物理方面的刻板印象要强得多（0.51个标准差），到6岁时就有利于男性能力。随着年龄的增长，女孩越来越认同有利于男性的STEM刻板印象。有利于女性语言能力的刻板印象也很显著（0.46个标准差），8岁时出现，并随着年龄的增长变得更加偏向女性。此外，正如预测的那样，美国黑人参与者的STEM刻板印象比白人参与者弱。然而，出乎意料的是，男孩的STEM刻板印象在13岁之前下降，但之后上升，揭示了STEM领域与语言领域之间的不对称发展。我们整合了发展群体间理论和社会角色理论来解释这种不对称，同时考虑了认知和社会文化过程。语言刻板印象和某些STEM刻板印象（如工程）的早期出现意味着它们有足够的时间来影响后来的下游结果，如特定领域的信心和兴趣。（PsycInfo数据库记录（c）2024美国心理学会，保留所有权利）
