Do adolescents’ self-concepts moderate the relationship between STEM stereotypes and motivation?

Undergraduates’ pSTEM identity and motivation in relation to gender- and race-based perceived representation, stereotyped beliefs, and implicit associations

Women and underrepresented minoritized (URM) persons remain marginalized in physical science, technology, engineering, and math (pSTEM). Relative to non-URM men, URM women may experience a double disadvantage based on their gender and race whereby they observe few same-gender and few same-race role models in pSTEM while additionally internalizing stereotypes linking pSTEM with non-URM men. Our hypothesized model was partly supported in a sample of undergraduates ( N = 1,068; 68% women, 44% URM). First, perceiving same-gender or same-race pSTEM role models predicted lower explicit stereotypes among women and URM individuals regarding gender and race, respectively. Second, explicit and implicit associations linking pSTEM with men and White/Asian persons predicted (a) lower pSTEM identity among women and URM students and (b) higher identity among men and non-URM students. Finally, both implicit and explicit pSTEM identity positively predicted expectancy–value beliefs.

Born to Code: Does the Portrayal of Computer Scientists as Geniuses Undermine Adolescent Youths' Motivational Beliefs?

Introduction: Computer scientists are often stereotyped as geniuses who are naturally gifted in pSTEM (physical Sciences, Technology, Engineering, and Math). Prior correlational research found that this genius stereotype is negatively related to students' pSTEM motivation. However, the effect has not been explored experimentally to evaluate possible casual influences. Using situated expectancy-value theory as a framework, the present experiment tested whether media invoking the genius stereotype negatively impacts high school students' expectancy and value beliefs regarding pSTEM.

Methods: The sample comprised of 213 U.S. high school students (53% boys, 46% Asian). Participants read one of two versions of an article profiling a student majoring in computer science. The genius condition emphasized the student's natural talent and the importance of being gifted for success in computer science, whereas the control condition did not mention these attributes. Pre- and post-test measures of pSTEM expectancy and value beliefs were assessed.

Results and Conclusions: Students in the genius condition, but not the control condition, demonstrated a significant decline in pSTEM value beliefs. There was no effect on expectancy beliefs. Thus, popular stereotypes of persons in pSTEM as geniuses may contribute to students devaluing of pSTEM subjects. These stereotypes may be especially threatening to girls and students from minoritized backgrounds. Implications are discussed, including the need to address genius stereotypes in pSTEM classrooms.

Why do females choose to study humanities or social sciences, while males prefer technology or science? Some intrapersonal and interpersonal predictors

The article attempts to answer the question why females prefer humanities/social studies, whereas males opt for technology/science. For this purpose, the study majors selected by 445 females and 431 males were linked by logit functions with: (1) parents’ and (2) teachers’ expectancies, (3) students’ self-expectancies, (4) their self-concepts of abilities and (5) time spent on learning mathematics and (6) literacy, (7) test results in mathematics and (8) literacy, (9) gender of mathematics, and (10) literacy teacher in the 12th grade. Interaction effects of the mathematics and literacy teacher’s gender with the abovementioned predictors were also quantified. Females’ selections were mostly influenced by teachers’ expectancies, while for males, by their self-concepts. The teacher’s gender modified tested relations in five (females) and nine (males) cases. The results were discussed on the grounds of the theory of intra- and interpersonal expectancies as learning regulators.