How Children's Media and Teachers Communicate Exclusive and Essentialist Views of Science and Scientists

Autor/inn/en	Wang, Michelle M.; Cardarelli, Amanda; Leslie, Sarah-Jane; Rhodes, Marjorie
Titel	How Children's Media and Teachers Communicate Exclusive and Essentialist Views of Science and Scientists
Quelle	In: Developmental Psychology, 58 (2022) 8, S.1455-1471 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Wang, Michelle M.) ORCID (Cardarelli, Amanda) ORCID (Leslie, Sarah-Jane) ORCID (Rhodes, Marjorie)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0012-1649
DOI	10.1037/dev0001364
Schlagwörter	Scientists; Scientific Attitudes; Language Usage; Beliefs; Cues; Preschool Teachers; Science Instruction; Preschool Children; Identification; Childrens Television; New York (New York) + Suchen Sie Ihr Suchwort? Scientist; Wissenschaftler; Sprachgebrauch; Belief; Glaube; Stichwort; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Pre-school age; Preschool age; Child; Children; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Identifikation; Identifizierung; 'Children''s broadcast; Children''s television'; Kindersendung
Abstract	Language that uses noun labels and generic descriptions to discuss people who do science (e.g., "Let's be scientists! Scientists discover new things") signals to children that "scientists" is a distinctive category. This identity-focused language promotes essentialist beliefs and leads to disengagement from science among young children in experimental contexts. The extent to which these cues shape the development of children's beliefs and behaviors in daily life, however, depends on (a) the availability of identity-focused language in children's environments and (b) the power of these cues to shape beliefs over time, even in the noisier, more variable contexts in which children are exposed to them. Documenting the availability of this language, linguistic coding of children's media (Study 1) and prekindergarten teachers' language from one science lesson (Study 2; n = 103; 98 female, one male, four unknown; 66% White, 8% African American, 6% Asian/Asian American, 3% mixed/biracial; 21% of the sample, of any race, identified as Hispanic/Latinx) confirmed that identity-focused language was the most common form of science language in these two samples. Further, children (Study 3; n = 83; M[subscript age] = 4.36 years; 43 female, 40 male; 64% White, 12% Asian/Asian American, 24% mixed/biracial; 36% of the sample, of any race, identified as Hispanic/Latinx) who were exposed to lower proportions of identity-focused language from their teachers developed increasingly inclusive science beliefs and greater science engagement over time. These findings suggest that linguistic input is an important mechanism through which exclusive beliefs about science are conveyed to children in daily life. (As Provided).
Anmerkungen	American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01