儿童对代表性不足的同龄人的数学和科学信仰与STEM职业期望有关
Melanie Killen1, Elise M Kaufman1, Kate V Luken Raz2
1University of Maryland, College Park, USA.
Journal of experimental child psychology
|October 24, 2025
概括
孩子 孩子 孩子 孩子
科学领域:
- 教育心理学教育心理学
- 儿童发展 儿童发展
- 科学社会学科学社会学
背景情况:
- 学生对科学,技术,工程和数学 (STEM) 的兴趣和动机在小学下降,特别是在女孩和代表性不足的少数民族 (URM) 中.
- 了解儿童的STEM能力信念与未来的STEM职业期望之间的联系对于早期干预至关重要.
- 人们对STEM职业的期望可以揭示一些偏见,这些偏见导致儿童在童年期间被排除在STEM活动之外.
研究的目的:
- 调查儿童对数学和科学能力的信念与他们对未来STEM职业的期望之间的关系.
- 检查这些信仰是如何根据性别和种族种族背景而有所不同.
- 确定7-12岁儿童在STEM职业期望中的潜在偏见.
主要方法:
- 在中大西洋郊区的842名来自不同种族背景的7至12岁儿童进行了一项调查.
- 该调查评估了儿童在数学和科学方面的能力信念.
- 记录了儿童对未来STEM职业 (科学家,医生) 的期望,以及人口统计信息 (年龄,性别,种族).
主要成果:
- 关于女孩的数学和科学能力的信念积极预测了女孩成为科学家和医生的期望.
- 关于URM同龄人的能力的信念预测了黑人或拉丁裔儿童成为医生的期望,但不是科学家.
- 孩子们更有可能期望女孩成为医生,而不是科学家;年龄,性别和种族的影响也被分析.
结论:
- 早期的能力信念极大地影响了孩子们对STEM职业的期望,反映了社会偏见.
- 需要有针对性的干预措施来解决从小就对STEM期望的性别和种族差异.
- 调查结果为扩大所有儿童,特别是边缘化群体参与STEM领域的战略提供了信息.
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