Abstract Children’s memberships in social groups have profound effects on their motivation. Stereotypes about social groups shape children’s beliefs about what is expected for their group members. These beliefs can influence children’s developing beliefs about themselves (self‐perceptions). In this article, I review research on how gender stereotypes influence children’s motivation in science, technology, engineering, and math (STEM), including ability beliefs and sense of belonging. When children belong to a gender group that is negatively stereotyped in a STEM field, they may doubt their own capabilities and whether they belong in that field, making it harder for them to develop interest over time. Developmentally, the influence of gender stereotypes on motivation begins during preschool and strengthens during late childhood. I also address the consequences of different kinds of stereotypes and why some children are more influenced by stereotypes than others. Understanding this process in childhood will help researchers design effective interventions to remedy educational inequities in STEM.

Allison Master

Child Development Perspectives

Child Development Perspectives" mission is to provide accessible, synthetic reports that summarize emerging trends or conclusions within various domains of developmental research, and to encourage multidisciplinary and international dialogue on a variety of topics in the developmental sciences.    Articles in the journal will include reviews, commentary, and groups of papers on a targeted issue. Manuscripts presenting new empirical data are not appropriate for this journal. Articles will be obtained through two sources: author-initiated submissions and invited articles or commentary. Potential contributors who have ideas about a set of three or four papers written from very different perspectives may contact the editor with their ideas for feedback.

The mission of "Child Development Perspectives" is to provide accessible, synthetic reports that summarize emerging trends or conclusions within various domains of developmental research, and to encourage multidisciplinary and international dialogue on a variety of topics in the developmental sciences. Articles in the journal will include reviews, commentary, and groups of papers on targeted issues. Manuscripts presenting new empirical data are not appropriate for this journal. Articles will be obtained through two sources: author-initiated submissions and invited articles or commentary. Potential contributors who have ideas about a set of three or four papers written from very different perspectives may contact the editor for feedback.

《Child Development Perspectives》的使命是提供易于理解的综合报告，概述发展研究各领域的新兴趋势或结论，并鼓励在发展科学的各种主题上进行多学科和国际对话。期刊中的文章将包括综述、评论以及针对特定议题的论文组。提交新实证数据的手稿不适合本期刊。文章将通过两种途径获得：作者主动提交和邀请的文章或评论。潜在的贡献者如果有关于三到四篇从不同视角撰写的论文的想法，可以联系编辑以获取反馈。

Category	Quartile
心理学	1
心理学, 心理学发育	1

Gender Stereotypes Influence Children’s STEM Motivation

ivySCI AI Smartly Parses PDF, Answers Researchers' Questions, and Helps You Understand Papers in Seconds

Journal Info

Category	Quartile
PSYCHOLOGY, DEVELOPMENTAL	1