Science Possible Selves and the Desire to be a Scientist: Mindsets, Gender Bias, and Confidence during Early Adolescence

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.

Instruments to Measure Elementary Student Mindsets about Smartness and Failure in General and with respect to Engineering

“…There are multiple and complex reasons that students may have domain-specific growth mindsets (Matheson, 2015;Stipek & Gralinski, 1996), including the influence of cultural norms, expectations and stereotypes. For example, those who are underrepresented within science, mathematics or engineering by gender may receive gender-essentialist fixed mindset messages such as boys are good at science (Wonch Hill et al, 2017) or girls are not good at math (Tomasetto, Alparone, & Cadinu, 2011).…”

A Scientist's Guide to Impactful Science Communication: A Priori Goals, Collaborative Assessment, and Engagement with Youth

“…Although solving our society and our planet's most pressing challenges requires an innovative STEM workforce, many youth (especially girls) lose interest in STEM around middle school (reviewed in ref. ). Quality, widespread, accessible informal STEM learning experiences (i.e., science communication), however, are known to be effective at improving K‐12 student's science literacy, helping to develop positive science identities, and ultimately increasing STEM persistence .…”

Informal Science Experiences Among Urban and Rural Youth: Exploring Differences at the Intersections of Socioeconomic Status, Gender, and Ethnicity

“…In the United States there is a gender conundrum in science: girls have higher science grades but are less likely to pursue degrees and careers in science (Buday et al, 2012;Else-Quest et al, 2013;Riegle-Crumb et al, 2006). Many factors may explain why girls may be less likely to persist in science including differences in science confidence, lack of female role models, or lack of parental or peer support, all which may impact whether girls see themselves as science people or not (Archer et al, 2013;Correll, 2004;Gauthier et al, 2017;Hill et al, 2017;Riegle-Crumb et al, 2006). Additionally, Lareau (2011) found that there were marked differences between boys and girls with respect to the types of after-school activities that they participated in, although the study did not focus on science-specific activities or on differences in geographic location.…”

“…One early outcome of research on youth STEM persistence is that recognition that a strong science identity is an indicator of a greater likelihood that youth will persist in science through high school, college and beyond. (Hill et al, 2017;Stets et al, 2017). Potential for adolescents to engage with science activities during out-of-school times is an important element for developing and maintaining a science identity (After-school Alliance, 2013).…”