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Los estereotipos de género sobre la capacidad intelectual surgen temprano e influyen en los intereses de los niños
Lin Bian1,2, Sarah-Jane Leslie3, Andrei Cimpian1,2
1Department of Psychology, University of Illinois, Champaign, IL 61820, USA. linbian2@illinois.edu andrei.cimpian@nyu.edu.
Science (New York, N.Y.)
|January 28, 2017
Resumen
Los estereotipos de género que vinculan la brillantez con los hombres emergen a los 6 años. Las niñas a esta edad son menos propensas a creer que su género es inteligente y comienzan a evitar las actividades "inteligentes", lo que afecta los intereses profesionales.
Área de la Ciencia:
- Psicología
- Psicología del desarrollo
- Sociología
Sus antecedentes:
- Los estereotipos sociales comúnmente asocian la capacidad intelectual de alto nivel (brillantez, genio) más con los hombres que con las mujeres.
- Estos estereotipos contribuyen a la subrepresentación de las mujeres en campos que valoran la brillantez, como la física y la filosofía.
Objetivo del estudio:
- Investigar la edad a la que los niños internalizan los estereotipos de género sobre la brillantez.
- Examinar la influencia de estos estereotipos en los intereses y actividades académicas de los niños.
Principales métodos:
- Se encuestó a niños de 6 años sobre sus creencias sobre género e inteligencia ('muy, muy inteligente').
- Evaluó el interés de los niños en actividades designadas para aquellos percibidos como altamente inteligentes.
Principales resultados:
- A los 6 años, las niñas eran menos propensas que los niños a creer que su género poseía una alta inteligencia.
- Las niñas a los 6 años comenzaron a evitar actividades asociadas con ser "realmente, realmente inteligentes".
Conclusiones:
- Las nociones de género de la brillantez se adquieren temprano en el desarrollo.
- Estos estereotipos adquiridos temprano influyen inmediatamente en los intereses de los niños, potencialmente afectando las futuras opciones de carrera.
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