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Area of Science:

  • Education
  • Psychology
  • Computer Science

Background:

  • Persistent gender gaps exist in Science, Technology, Engineering, and Math (STEM), particularly in technology fields.
  • Early in elementary school, girls show less interest and self-efficacy in technology compared to boys.
  • Stereotypes associating boys with technological aptitude begin in early childhood.

Purpose of the Study:

  • To assess stereotypes about STEM fields in 6-year-old children.
  • To test an intervention aimed at increasing girls' motivation in technology-related STEM fields.
  • To determine if hands-on programming experience can mitigate negative stereotypes and boost girls' STEM engagement.

Main Methods:

  • Assessed stereotypes and STEM interest/self-efficacy in 96 first-grade children.
  • Randomly assigned children to a group programming a robot or control groups.
  • Measured changes in technology interest and self-efficacy after the intervention.

Main Results:

  • Children held stereotypes that boys excel at robotics and programming.
  • Girls with stronger stereotypes reported lower interest and self-efficacy in technology.
  • Girls who programmed robots showed increased interest and self-efficacy, closing the gender gap compared to boys.

Conclusions:

  • Children's stereotypes reflect societal messages about gender and technology.
  • Early positive experiences with technology can enhance girls' STEM motivation and self-efficacy.
  • Interventions involving programming activities are effective in addressing the gender gap in technology fields.