Who Is a “Math Person?" Gender Stereotypes Start Early скачать в хорошем качестве

Who Is a “Math Person?" Gender Stereotypes Start Early

This short video gives an overview of how early math-gender stereotypes like “boys are better than girls at math” take hold. It also explains some approaches that I-LABS researchers are exploring to combat stereotypes in the classroom and community. Video Transcript: We all benefit from the rich ideas and discoveries of an inclusive workforce in science, technology, engineering, and math (or STEM). But we’re are far from this reality. Take gender, for example: although we see almost equal gender representation in the US workforce overall, women (especially Black, Indigenous, and Hispanic women) are underrepresented in STEM careers. So why is this the case? There are many systemic reasons, but one has roots in stereotypes and bias. Data show that the implicit bias that “math is for boys” is widely held in the US and many other countries around the world. Here at the University of Washington’s Institute for Learning & Brain Sciences, or I-LABS, we’ve uncovered just how early this gender stereotype is absorbed. By preschool, children develop a sense of gender identity, like “I’m a girl.” By about the 3rd grade, we found that children seem to have internalized the bias that “math is for boys.” Children begin to link this bias with their gender identity shortly after that: for example, a girl might say “math isn’t for me.” And thinking “I’m a math person” (or not) can impact everything from your interest and motivation in STEM, to even how well you do on a math test. Our research indicates that you can counteract negative stereotypes about who “can” or “can’t do STEM” by focusing on children’s mindsets, social connectedness, and identities rather than just focusing on academic STEM content alone. For example, we found that reducing visual cues of gendered stereotypes in classrooms can increase girls’ interest in taking STEM classes. In another study, we found that children who felt like they were part of a group associated with STEM did better and were more motivated in STEM activities. We’re partnering with the Southeast Seattle Education Coalition, which serves 22 schools and over 50 community-based organizations in south Seattle. The coalition is dedicated to improving school practices so that all students succeed. Under this community guidance, we’re working to develop interventions that help affirm children’s identities and keep them motivated in STEM. Our research suggests that children’s beliefs about themselves and about their abilities can dramatically impact their learning and academic achievements. Together, we’re working to support positive engagement with STEM for all children.