Science resource inequalities viewed as less wrong when girls are disadvantaged
Riley N Sims1, Amanda R Burkholder2, Melanie Killen1
1Department of Human Development and Quantitative Methodology University of Maryland College Park Maryland USA.
Social Development (Oxford, England)
|April 17, 2023
Summary
Children and adults show subtle gender biases, evaluating science resource inequalities less negatively when girls are disadvantaged. Moral reasoning reduces inequality, while group-focused reasoning perpetuates it.
Area of Science:
- Developmental Psychology
- Social Psychology
- Gender Studies
Background:
- Children prioritize moral concerns over ingroup preferences in resource distribution.
- Existing research highlights children's complex responses to resource inequalities.
Purpose of the Study:
- To investigate children's and young adults' evaluations and resource allocation decisions in a science inequality context.
- To examine how gender and age influence perceptions and rectifications of science resource disparities.
Main Methods:
- Participants (5-11-year-olds and young adults) evaluated and allocated science supplies based on vignettes depicting gender-based inequalities.
- Justifications for decisions were analyzed to identify reasoning patterns (moral vs. group-focused).
Main Results:
- Inequalities disadvantaging boys were evaluated more negatively and rectified more often than those disadvantaging girls.
- Younger children (5-6 years) and male participants showed greater rectification when boys were disadvantaged.
- Moral reasoning correlated with negative evaluations and rectification; group-focused reasoning correlated with positive evaluations and perpetuation of inequalities.
Conclusions:
- Subtle gender biases exist in evaluating and addressing science resource inequalities from childhood to adulthood.
- These biases can contribute to the perpetuation of gender-based disparities in science.
- Reasoning type significantly impacts the perception and resolution of resource inequalities.
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