Abstract
In the United States, gender gaps in science interest widen during the middle school years. Recent research on adults shows that gender gaps in some academic fields are associated with mindsets about ability and gender-science biases. In a sample of 529 students in a U.S. middle school, we assess how explicit boy-science bias, science confidence, science possible self (belief in being able to become a scientist), and desire to be a scientist vary by gender. Guided by theories and prior research, we use a series of multivariate logistic regression models to examine the relationships between mindsets about ability and these variables. We control for self-reported science grades, social capital, and race/ethnic minority status. Results show that seeing academic ability as innate ("fixed mindsets") is associated with boy-science bias, and that younger girls have less boy-science bias than older girls. Fixed mindsets and boy-science bias are both negatively associated with a science possible self; science confidence is positively associated with a science possible self. In the final model, high science confident and having a science possible self are positively associated with a desire to be a scientist. Facilitating growth mindsets and countering boy-science bias in middle school may be fruitful interventions for widening participation in science careers.
| Original language | English (US) |
|---|---|
| Article number | 55 |
| Journal | Social Sciences |
| Volume | 6 |
| Issue number | 2 |
| DOIs | |
| State | Published - May 31 2017 |
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Keywords
- Adolescence
- Bias
- Gender
- Identity
- Mindsets
- Science
- Science careers
ASJC Scopus subject areas
- Social Sciences(all)
Cite this
Science possible selves and the desire to be a scientist : Mindsets, gender bias, and confidence during early adolescence. / Wonch Hill, Patricia A; McQuillan, Julia; Talbert, Eli; Spiegel, Amy N; Gauthier, G. Robin; Diamond, Judy.
In: Social Sciences, Vol. 6, No. 2, 55, 31.05.2017.Research output: Contribution to journal › Article
}
TY - JOUR
T1 - Science possible selves and the desire to be a scientist
T2 - Mindsets, gender bias, and confidence during early adolescence
AU - Wonch Hill, Patricia A
AU - McQuillan, Julia
AU - Talbert, Eli
AU - Spiegel, Amy N
AU - Gauthier, G. Robin
AU - Diamond, Judy
PY - 2017/5/31
Y1 - 2017/5/31
N2 - In the United States, gender gaps in science interest widen during the middle school years. Recent research on adults shows that gender gaps in some academic fields are associated with mindsets about ability and gender-science biases. In a sample of 529 students in a U.S. middle school, we assess how explicit boy-science bias, science confidence, science possible self (belief in being able to become a scientist), and desire to be a scientist vary by gender. Guided by theories and prior research, we use a series of multivariate logistic regression models to examine the relationships between mindsets about ability and these variables. We control for self-reported science grades, social capital, and race/ethnic minority status. Results show that seeing academic ability as innate ("fixed mindsets") is associated with boy-science bias, and that younger girls have less boy-science bias than older girls. Fixed mindsets and boy-science bias are both negatively associated with a science possible self; science confidence is positively associated with a science possible self. In the final model, high science confident and having a science possible self are positively associated with a desire to be a scientist. Facilitating growth mindsets and countering boy-science bias in middle school may be fruitful interventions for widening participation in science careers.
AB - In the United States, gender gaps in science interest widen during the middle school years. Recent research on adults shows that gender gaps in some academic fields are associated with mindsets about ability and gender-science biases. In a sample of 529 students in a U.S. middle school, we assess how explicit boy-science bias, science confidence, science possible self (belief in being able to become a scientist), and desire to be a scientist vary by gender. Guided by theories and prior research, we use a series of multivariate logistic regression models to examine the relationships between mindsets about ability and these variables. We control for self-reported science grades, social capital, and race/ethnic minority status. Results show that seeing academic ability as innate ("fixed mindsets") is associated with boy-science bias, and that younger girls have less boy-science bias than older girls. Fixed mindsets and boy-science bias are both negatively associated with a science possible self; science confidence is positively associated with a science possible self. In the final model, high science confident and having a science possible self are positively associated with a desire to be a scientist. Facilitating growth mindsets and countering boy-science bias in middle school may be fruitful interventions for widening participation in science careers.
KW - Adolescence
KW - Bias
KW - Gender
KW - Identity
KW - Mindsets
KW - Science
KW - Science careers
UR - http://www.scopus.com/inward/record.url?scp=85021102827&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=85021102827&partnerID=8YFLogxK
U2 - 10.3390/socsci6020055
DO - 10.3390/socsci6020055
M3 - Article
C2 - 29527360
AN - SCOPUS:85021102827
VL - 6
JO - Social Sciences
JF - Social Sciences
SN - 2076-0760
IS - 2
M1 - 55
ER -