Science=alone: Implicit associations and women's STEM interest

BackgroundThe underrepresentation of women in STEM fields is a pervasive global issue. Despite evidence casting doubt on the preconceived notions that males outperform females in these domains, gender stereotype beliefs persist and have been highlighted as potential cultural barriers limiting females opportunities. Gender stereotype and ability beliefs emerge in early childhood and recent evidence has highlighted early childhood education as a promising period for the cultivation of positive STEM dispositions. AimsThis study investigated gender stereotype beliefs, mathematical self-beliefs and STEM attitudes among a sample of pre-service early childhood teachers to assess the existence of stereotype endorsements and predictive relationships with STEM interests.SampleParticipants were pre-service early childhood teacher (N=74), mean age 21.17 years, 4 males and 70 femalesMethodsElectronic surveys utilising a series of pre-established scales, measuring gender stereotype bias from ability and cultural perspectives, mathematical self-belief variables (self-efficacy, self-concept, anxiety), and interest in STEM, were distributed. ResultsRegression analysis reveal previous level of mathematical study at secondary school, social persuasions as a sources of self-efficacy and gender stereotype endorsements as significant predictors of overall attitude to STEMConclusions Findings suggest the importance of previous school experience and social influences as well as participants’ gender stereotype endorsements in influencing interest in STEM. These data are discussed in light of implications for teachers; future practice and teacher education

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Increasing STEM Interest through Coding with Microcontrollers

2020 IEEE Frontiers in Education Conference (FIE) ◽

10.1109/fie44824.2020.9274273 ◽

2020 ◽

Author(s):

Sandra B. Nite ◽

Ali Bicer ◽

Kimberly C. Currens ◽

Rayan Tejani

Keyword(s):

Stem Interest

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An investigation of emotional and evaluative implicit associations with police using four versions of the Implicit Association Test

The Journal of Social Psychology ◽

10.1080/00224545.2021.1983506 ◽

2021 ◽

pp. 1-20

Author(s):

Rikki H. Sargent ◽

Leonard S. Newman

Keyword(s):

Implicit Association Test ◽

Association Test ◽

Implicit Associations ◽

Implicit Association

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Implicit Associations in Tension-Type Headaches: A Cognitive Analysis Based on Stress Reactivity Processes

Headache The Journal of Head and Face Pain ◽

10.1111/j.1526-4610.2006.00536.x ◽

2006 ◽

Vol 46 (8) ◽

pp. 1281-1290 ◽

Cited By ~ 9

Author(s):

Jennifer F. Armstrong ◽

David A. Wittrock ◽

Michael D. Robinson

Keyword(s):

Stress Reactivity ◽

Implicit Associations ◽

Cognitive Analysis ◽

Tension Type Headaches

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Explicit and Implicit Positive Illusory Bias in Children With ADHD

Journal of Attention Disorders ◽

10.1177/1087054715612261 ◽

2015 ◽

Vol 22 (10) ◽

pp. 994-1001 ◽

Cited By ~ 4

Author(s):

Christina C. Emeh ◽

Amori Yee Mikami ◽

Bethany A. Teachman

Keyword(s):

Implicit Association Test ◽

Control Method ◽

Self Report ◽

Implicit Associations ◽

Positive Illusory Bias ◽

Typically Developing ◽

Implicit Measures ◽

Children With Adhd ◽

Behavioral Competence ◽

Self Perceptions

Objective: Children with ADHD overestimate their own social and behavioral competence when using explicit self-report measures, a phenomenon known as Positive Illusory Bias (PIB). This study examined whether children with ADHD show PIB when self-perceptions are measured implicitly, reflecting associations that are relatively difficult to consciously control. Method: Participants were 23 children (ages 6.8-9.8) with ADHD and 55 typically developing (TD) children. Children’s explicit self-perceptions of competence were measured via self-report on the Self-Perception Profile for Children; their implicit associations were assessed using an Implicit Association Test. Parent and teacher ratings formed an adult-reported composite indicator of children’s competence, to which children’s self-perceptions were compared. Results: Children with ADHD overestimated their competence as compared with adult-informant reports on both explicit and implicit measures, whereas TD children tended to be accurate. Conclusion: Inflated self-perceptions in children with ADHD may exist on an implicit level outside of conscious awareness.

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