Specifically, it argues that exposure to (1) negative stereotypes about women's intellectual abilities and (2) stereotypes about scientists as "nerdy," eccentric loners may undermine gifted girls' confidence in their ability to succeed in science and engineering, their sense of belonging in these fields, and - ultimately - their interest. Also provided is evidence-based strategies for inoculating girls against these stereotypes and boosting their interest in science and engineering.
Women remain underrepresented in many science and engineering fields. For example, only 23% of the PhDs conferred in engineering in 2015 went to women, and less than 20% of PhDs in computer science and physics (National Science Foundation, National Center for Science and Engineering Statistics, 2016). As students in gifted and talented programs represent a critical talent pool for careers in science, engineering, technology and mathematics (STEM; Heilbronner, 2011; National Science Board, 2010), one might expect a similar imbalance in the gender ratio of these programs.
View the full text of the article.
The appearance of any information in the Davidson Institute's Database does not imply an endorsement by, or any affiliation with, the Davidson Institute. All information presented is for informational purposes only and is solely the opinion of and the responsibility of the author. Although reasonable effort is made to present accurate information, the Davidson Institute makes no guarantees of any kind, including as to accuracy or completeness. Use of such information is at the sole risk of the reader.