Angelina Joy, Channing J. Mathews, Adam Hartstone‐Rose, Kelly Lynn Mulvey
{"title":"科学家长什么样?儿童对科学家性别和肤色的看法","authors":"Angelina Joy, Channing J. Mathews, Adam Hartstone‐Rose, Kelly Lynn Mulvey","doi":"10.1111/ssm.18308","DOIUrl":null,"url":null,"abstract":"When asked to draw a scientist, children typically draw a gender stereotypical male representation; however, research has not yet assessed these representations in terms of scientist stereotypical skin tone. The current study examined children's (<jats:italic>N</jats:italic> = 69, 66.7% female, <jats:italic>M</jats:italic><jats:sub>age</jats:sub> = 7.60, <jats:italic>SD</jats:italic> = 2.13) scientist perceptions by analyzing both the gender and skin tone of their scientist drawings as well as stereotypical features represented (lab coats, scientific instruments, etc.). This study also examined how these perceptions as reflected in the drawings were related to children's explicit gender stereotypes and their science growth mindset. Boys were less likely to draw a female scientist than were girls. Additionally, children with higher growth mindset were more likely to draw a female scientist. Lastly, with age, children were <jats:italic>less</jats:italic> likely to draw a female scientist, or a darker skin‐toned scientist as compared with a male or lighter skin‐toned scientist and were <jats:italic>more</jats:italic> likely to draw a scientist with stereotypical features. This study furthers our knowledge of children's perceptions about scientists.","PeriodicalId":47540,"journal":{"name":"School Science and Mathematics","volume":null,"pages":null},"PeriodicalIF":0.8000,"publicationDate":"2024-09-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"What does a scientist look like? Children's perceptions of scientist gender and skin tone\",\"authors\":\"Angelina Joy, Channing J. Mathews, Adam Hartstone‐Rose, Kelly Lynn Mulvey\",\"doi\":\"10.1111/ssm.18308\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"When asked to draw a scientist, children typically draw a gender stereotypical male representation; however, research has not yet assessed these representations in terms of scientist stereotypical skin tone. The current study examined children's (<jats:italic>N</jats:italic> = 69, 66.7% female, <jats:italic>M</jats:italic><jats:sub>age</jats:sub> = 7.60, <jats:italic>SD</jats:italic> = 2.13) scientist perceptions by analyzing both the gender and skin tone of their scientist drawings as well as stereotypical features represented (lab coats, scientific instruments, etc.). This study also examined how these perceptions as reflected in the drawings were related to children's explicit gender stereotypes and their science growth mindset. Boys were less likely to draw a female scientist than were girls. Additionally, children with higher growth mindset were more likely to draw a female scientist. Lastly, with age, children were <jats:italic>less</jats:italic> likely to draw a female scientist, or a darker skin‐toned scientist as compared with a male or lighter skin‐toned scientist and were <jats:italic>more</jats:italic> likely to draw a scientist with stereotypical features. This study furthers our knowledge of children's perceptions about scientists.\",\"PeriodicalId\":47540,\"journal\":{\"name\":\"School Science and Mathematics\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":0.8000,\"publicationDate\":\"2024-09-10\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"School Science and Mathematics\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.1111/ssm.18308\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q3\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"School Science and Mathematics","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1111/ssm.18308","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q3","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
What does a scientist look like? Children's perceptions of scientist gender and skin tone
When asked to draw a scientist, children typically draw a gender stereotypical male representation; however, research has not yet assessed these representations in terms of scientist stereotypical skin tone. The current study examined children's (N = 69, 66.7% female, Mage = 7.60, SD = 2.13) scientist perceptions by analyzing both the gender and skin tone of their scientist drawings as well as stereotypical features represented (lab coats, scientific instruments, etc.). This study also examined how these perceptions as reflected in the drawings were related to children's explicit gender stereotypes and their science growth mindset. Boys were less likely to draw a female scientist than were girls. Additionally, children with higher growth mindset were more likely to draw a female scientist. Lastly, with age, children were less likely to draw a female scientist, or a darker skin‐toned scientist as compared with a male or lighter skin‐toned scientist and were more likely to draw a scientist with stereotypical features. This study furthers our knowledge of children's perceptions about scientists.