Science and Math Interest and Gender Stereotypes: The Role of Educator Gender in Informal Science Learning Sites.

Area of Science:

• STEM Education
• Psychology
• Informal Learning Environments

Background:

• Interest in science and math is crucial for STEM motivation and career aspirations.
• Girls' interest in STEM often declines during adolescence.
• Positive mentorship from female teachers can help sustain girls' interest in STEM.

Purpose of the Study:

• To investigate how interactions with male versus female educators in informal science learning sites (ISLS) affect visitors' science and math interest and gender stereotypes.
• To determine if educator gender influences STEM interest and stereotype endorsement differently across age groups.

Main Methods:

• Study involved 364 participants (early childhood, late childhood, adolescence) visiting four ISLS in the US and UK.
• Participants interacted with either a male or female educator.
• Post-interaction, participants reported their science and math interest and completed gender stereotype measures.

Main Results:

• Female participants reported higher math interest after interacting with a female educator compared to a male educator.
• Female participants interacting with a female educator were less likely to hold male-biased math gender stereotypes.
• No significant difference in self-reported science interest was found based on educator gender.

Conclusions:

• The gender of educators in informal settings is important for encouraging STEM interest and challenging gender stereotypes among learners.
• Interactions with female educators can positively influence girls' math interest and reduce biased stereotypes.
• Informal science learning sites should consider the impact of educator gender in their programming to foster STEM engagement.