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Social-emotional experiences and cultural influences play significant roles in shaping gender development. During middle childhood, from ages 6 to 11, peer groups become dominant in reinforcing gender norms. Children in this age group often align with same-gender peer groups, which actively encourage behaviors that conform to traditional gender roles. For instance, boys may be discouraged from engaging in activities perceived as feminine, reinforcing culturally dictated norms about masculinity...
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During adolescence, individuals experience significant cognitive development that enhances their understanding of others' emotions and thoughts, known as cognitive empathy. This period is marked by an increased ability to adapt to others' perspectives and a more nuanced understanding of others' mental states, a skill that is foundational for social problem-solving and conflict avoidance. The development of cognitive empathy relies heavily on the theory of mind — the...
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Self-esteem, a crucial component of psychological development, is significantly shaped by familial experiences. The early parent-child relationship serves as a foundational influence on a child's self-concept, with long-lasting effects extending into adolescence and adulthood.Parental Behaviors and Early Self-Esteem FormationEmpirical studies have identified four principal parental behaviors that foster healthy self-esteem in children. These include expressions of acceptance, affection, and...
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Adolescence is a pivotal period of identity formation, during which individuals begin to answer questions central to their sense of self, such as "Who am I?" and "Who do I hope to become?" Both parents and peers play critical roles in guiding adolescents through this complex developmental phase.
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Erik Erikson's fifth stage of psychosocial development, "identity versus role confusion," is crucial during adolescence (ages 12 to 18). In this stage, adolescents face the developmental task of forging a distinct personal identity, a process influenced by social, psychological, and biological changes typical of this period. Adolescents naturally explore different roles, behaviors, and ideologies as they navigate complex questions of self-concept, asking, "Who am I?" and "What is my place in...
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Do adolescents want more autonomy? Testing gender differences in autonomy across STEM.

Anahid S Modrek1, Richard Hass2, Alexander Kwako3

  • 1Department of Psychology, Thomas Jefferson University, United States.

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Adolescents want more autonomy in classrooms, especially girls in STEM subjects like math and science. This desire for autonomy may influence future STEM career choices and academic engagement.

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Area of Science:

  • Educational Psychology
  • Gender Studies in STEM
  • Adolescent Development

Background:

  • Existing research highlights gender disparities in STEM education.
  • Limited data exists on the gap between autonomy given and wanted by adolescents, particularly by gender and subject.

Purpose of the Study:

  • To compare perceived autonomy given versus wanted by adolescents across math, science, and English.
  • To investigate gender differences in autonomy levels within these subjects.
  • To explore developmental trends in autonomy needs.

Main Methods:

  • Surveyed 540 US adolescents (aged 11-19, 55% female) using an adapted autonomy assessment.
  • Analyzed autonomy levels given and wanted across math, science, and English.
  • Employed contrast models to test for gender differences, controlling for age.

Main Results:

  • All adolescents reported wanting more autonomy than they received.
  • Girls desired more autonomy in science and math compared to boys.
  • Girls reported receiving more autonomy in English than boys.
  • Adolescents showed increasing desire for autonomy with age.

Conclusions:

  • Adolescents generally desire increased autonomy, with girls showing a stronger preference in STEM subjects.
  • Discrepancies in perceived autonomy across STEM subjects and by gender may impact future STEM career pursuits.
  • Autonomy beliefs and self-concept are critical factors influencing academic engagement and career interests, necessitating further research.