Literaturnachweis - Detailanzeige
| Autor/inn/en | Buckley, Chris; Farrell, Lynn; Tyndall, Ian |
|---|---|
| Titel | Brief Stories of Successful Female Role Models in Science Help Counter Gender Stereotypes Regarding Intellectual Ability among Young Girls: A Pilot Study |
| Quelle | In: Early Education and Development, 33 (2022) 4, S.555-566 (12 Seiten)
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1040-9289 |
| DOI | 10.1080/10409289.2021.1928444 |
| Schlagwörter | Role Models; Females; Sex Stereotypes; Cognitive Ability; Success; STEM Education; Young Children; Story Telling; Program Effectiveness; Consciousness Raising; Foreign Countries; Scientists; United Kingdom |
| Abstract | Negative stereotypes about female intellectual abilities occur in children as young as 6-years-old and can shape a child's educational path and career choice, particularly in relation to Science, Technology, Engineering and Math (STEM). The current study (N = 40) explored preexisting gender stereotypes in a purposeful sample of 6 to 8-year-old white British girls at a dance and performing arts center and tested the impact of a brief story-based intervention that exposed young girls to intellectually brilliant female role models in STEM. Research Findings: Findings indicated that exposure to stories about women in science can help counter negative stereotypes concerning female intellectual ability. Another stereotype, "females are nicer than males", was prevalent in most participants and was not affected by the current intervention. Practice or Policy: A key implication of this study is that young girls who learn about members of their own gender group who accomplished success in STEM fields may be more inclined to think of STEM careers as a possibility for females in future. (As Provided). |
| Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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