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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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When we hold a stereotype about a person, we have expectations that he or she will fulfill that stereotype. A self-fulfilling prophecy is an expectation held by a person that alters his or her behavior in a way that tends to make it true. When we hold stereotypes about a person, we tend to treat the person according to our expectations. This treatment can influence the person to act according to our stereotypic expectations, thus confirming our stereotypic beliefs. Research by Rosenthal and...
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The Y chromosome is a sex chromosome found in several vertebrates and mammals, including humans. In addition to 22 pairs of autosomes, the human males have one X chromosome and one Y chromosome. In these organisms, the presence or absence of the Y chromosome determines the development of male traits.
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The principle of natural selection posits that organisms better adapted to their environment are more likely to survive and reproduce. This principle is closely intertwined with mating preferences, a key aspect of sexual selection, which evolutionary psychologists believe is driven by instincts to propagate one's genes. Such instincts significantly influence mating behaviors and preferences between genders.
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Adolescents from ethnic minority backgrounds face a multifaceted journey in forming their identities, shaped by the intersections of cultural expectations and personal exploration. For these adolescents, identity formation involves not only typical developmental challenges but also navigating the perceptions and attitudes of the majority culture. As they grow, adolescents in ethnic minority groups often become increasingly aware of stereotypes, social biases, and discrimination, all of which...
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Humans are very diverse and although we share many similarities, we also have many differences. The social groups we belong to help form our identities (Tajfel, 1974). These differences may be difficult for some people to reconcile, which may lead to prejudice toward people who are different. Prejudice is a negative attitude and feeling toward an individual based solely on one’s membership in a particular social group (Allport, 1954; Brown, 2010). Prejudice is common against people who...
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Related Experiment Video

Updated: Jul 23, 2025

Use of Galvanic Skin Responses, Salivary Biomarkers, and Self-reports to Assess Undergraduate Student Performance During a Laboratory Exam Activity
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Gender, Competitiveness, and Intentions to Pursue STEM fields.

Catherine Riegle-Crumb1, Menglu Peng1, Jenny Buontempo1

  • 1University of Texas at Austin, USA.

International Journal of Gender, Science and Technology
|July 13, 2023
PubMed
Summary

Female students

Area of Science:

  • Sociology of Science
  • Gender Studies
  • Educational Psychology

Background:

  • Gender disparities persist in Science, Technology, Engineering, and Mathematics (STEM) fields.
  • Student self-perceptions, particularly competitiveness, may influence academic and career aspirations.
  • Emerging research suggests a link between gendered competitiveness and STEM expectations.

Purpose of the Study:

  • To investigate the relationship between gender, self-perceived competitiveness, and future STEM major expectations.
  • To analyze how these factors influence U.S. high school students' intentions to pursue STEM fields.
  • To identify gender-specific patterns in the impact of competitiveness on STEM major choices.

Main Methods:

  • Regression analyses were employed to examine the data.
Keywords:
STEMcompetitionexpectationsgenderhigh school

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  • A sample of U.S. high school students was surveyed.
  • The study analyzed self-perceptions of competitiveness and future major expectations.

    • Main Results:

    • Lower self-perceived competitiveness in female students correlated with lower expectations for majoring in physical science and engineering.
    • An interaction effect was found for computer science: girls' expectations increased with competitiveness, while boys' did not.
    • These findings highlight gendered influences on STEM field selection.

    Conclusions:

    • Gendered differences in competitiveness perceptions contribute to disparities in STEM major expectations.
    • Interventions addressing self-perceptions of competitiveness may be crucial for encouraging female students in certain STEM fields.
    • The study underscores the complex interplay of gender and psychological factors in STEM career pathways.