The CERI OECD/National Science Foundation International Conference took place in Paris, at the OECD Headquarters on 23-24 January 2012. Here the presentation of Session 2, Formal Learning, Item 2.

1. Cultural Stereotypes, Child Development, and
STEM Learning: The Science of Learning and
its Translation to Education
Andrew N. Meltzoff
Co-Director LIFE Center
University of Washington
http://ilabs.washington.edu

2. In the USA
there is intense and
increasing attention
paid to learning in
Science, Technology,
Engineering,
and Mathematics
(STEM). This
is also a world-wide
concern

3. This national report
had a large impact on
research and policy
inside the USA and
beyond

4. The
Washington
State Academy of
Sciences issued
a informative report
on STEM in 2011,
see:
www.washacad.org

5. The science of learning is beginning to inform
educational theory and practice. Education Nation
was seen by 52M people in September, 2011, see:
www.educationnation.com

6. In Seattle, Washington we launched a
major study of cultural stereotypes and
how they influence our children, see:
Cvencek, Meltzoff, & Greenwald, Child
Development, 2011

7. Math-Gender Stereotypes in Elementary-
School Children

8. Background:
There is currently an under-representation
of women in math-intensive fields in USA
Question: Innate Aptitude or Cultural Influence?
Without denying the influence of neurobiology, we
investigated the role that stereotypes play in influencing
girls’ self-concepts and interest in math

9. There is a stereotype about math and
gender in the USA
Social psychology studies document
that most American adults think:
• Math is a male thing
• Reading is a female thing

10. What’s Known about Children
American children reflect stereotype:
• Elementary-school girls rate their own math
ability as lower than boys –– even though
their actual math performance matches or
exceeds boys
• Do not rate themselves lower for reading or
spelling

11. Theoretical Issues
• USA stereotype of “boys but not girls do math”
• How young do children ‘catch’ this cultural
stereotype?
• Might the stereotype influence self-concepts
for math in elementary-school?

12. Conceptual Terms and Framework
Male Stereotype Math
Gender Identity
Self-Concept
Self

13. When Are Kids Affected?
• We developed a new test
• Applied it to large sample USA kids
• Discovered the timeline

14. Study of Math-Gender Stereotypes
Children
~247 participants
~50 children in each grade 1st - 5th
Measures
• Self-report (explicit measure)
• Implicit Association Test (IAT) adapted
for children
Cvencek, Meltzoff, & Greenwald,
Child Development, 2011

15. Child Implicit Association Test (IAT)
Stereotype Congruent (easy/fast)
Item List:
Michael
story
Boy Girl Emily
math reading numbers
David
numbers
letters
Cvencek, Meltzoff, & Greenwald,
Child Development, 2011

16. Implicit Measures: Results
Gender Math–Gender Math
Identity Stereotype Self-Concept
Boys
Girls
0.50 Me = Boy
Math =
* Own Gender
0.25
* Me = Math
IAT Score (D)
*
0.00
–0.25 Me = Reading
Math =
Opposite Gender
–0.50
Me = Girl Cvencek, Meltzoff, & Greenwald,
Child Development, 2011

17. Developmental Theory
Based on Balance Theories (Heider, Greenwald, etc.)
• Very young children identify with being of their own
gender (gender identity). Pre-school development.
• Next children absorb cultural stereotypes such as
‘girls ≠ math.’ Our new research indicates children
absorb this stereotype as early as 2nd grade.
• Finally, children draw an unconscious inference:
‘I’m a girl, girls ≠ math, therefore I ≠ math. The
stereotype is internalized and applied to the self.
Our research indicates this occurs by 3rd grade.
Cvencek, Meltzoff, & Greenwald Cvencek, Greenwald, & Meltzoff, chapter
Child Development (2011) in Cognitive Consistency (2011)

18. Cross-Cultural Work on
Stereotypes and Math Self-Concepts
• Singapore interesting case study

19. We are collaborating with the National
Institute of Education
in Singapore

20. Cross-Cultural Collaboration:
Seattle & Singapore
Tested ~180 children in Grades 1, 3, and 5
• Are stereotypes different?
• Are self-concepts different?
• Do stereotypes relate to math achievement?
Cvencek, Kapur, & Meltzoff, In prep.

21. Preliminary Results
We finished cross-cultural data collection
Preliminary look at data suggests that:
• Math-gender stereotypes are less pronounced in Singapore
• Singaporean children identify with math more than in USA
• Individual children’s stereotypes and self-concepts about math
predict actual math performance on standardized tests

22. Next Steps for Theory:
Basic Science
• Explore where stereotypes come from
- Parents, peers, school, media & cultural messages
• Developmental pathways linking cultural stereotypes,
self-concepts, academic performance. Investigate
causal mechanisms.
• Understand individual differences
- Of course, some females excel; role models; cost
• Compare implicit and explicit tests
• Extend to other social stereotypes (race, rich-poor, etc.)

23. Next Steps Practical Applications:
“Translational Science”
We developed a new test for pre-school children. This
will allow us to study even earleier origins so
interventions can be designed as early as possible
The Pre-school Implicit Association Test (PSIAT) (Patent pending)
Cvencek, Meltzoff, & Greenwald,
J. of Exp. Child Psychology (2011)

24. Next Steps Practical Applications:
“Translational Science”
• Design interventions
- Based on our results, educational practices aimed at
enhancing girls’ self-concepts for math should occur
early during elementary school
- Interventions for other ages and domains (e.g.,
college students and stereotypes about computer-
science see: Cheryan, Kim, & Meltzoff, Computers
& Education, 2011