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Effects Of Gender And Ethnicity On Stem Self-Competencies In Classroom Interactions, Baudelio Abrica

UCARE Research Products

Well established is a connection between gender stereotypes and children’s STEM perceptions. STEM self-concept, for example, is consistently identified as stronger for boys than girls (Cvencek et. et al 2011). While research has documented differences in STEM self-competencies between adolescent boys and girls (Miller et. al 2018), there remains much to be learned about the classroom conditions that may explain how children understand stereotypes and act on that understanding in their interactions with other children. This research examined how informal classroom activities reveal both racial and gendered stereotypical preference patterns and how those patterns relate to students’ self-competencies. Moving beyond …