Gender Equality in Five- to Six-Year-Old Preschoolers' Early Competences in Science Do Not Protect Schoolgirls from Gender Stereotypes

Autor/inn/en	Romero-Abrio, Ana; Ramos-Alonso, Raquel; Hurtado-Bermúdez, Santiago
Titel	Gender Equality in Five- to Six-Year-Old Preschoolers' Early Competences in Science Do Not Protect Schoolgirls from Gender Stereotypes
Quelle	In: European Early Childhood Education Research Journal, 29 (2021) 4, S.479-500 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Romero-Abrio, Ana) ORCID (Hurtado-Bermúdez, Santiago)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1350-293X
DOI	10.1080/1350293X.2021.1941165
Schlagwörter	Preschool Children; Sex Stereotypes; Equal Education; Sciences; Competence; Science Experiments; Preschool Education; Gender Differences; STEM Education; Gender Bias; Foreign Countries; Misconceptions; Scientific Concepts; Physics; Astronomy; Age Differences; Student Interests; Occupational Aspiration; Spain; Force Concept Inventory + Suchen Sie Ihr Suchwort? Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Science; Wissenschaft; Kompetenz; Geschlechterkonflikt; STEM; Geschlechterstereotyp; Ausland; Missverständnis; Physik; Astronomie; Age; Difference; Age difference; Altersunterschied; Studieninteresse; Berufsneigung; Berufsziel; Spanien
Abstract	Science competencies acquired at early years are basic and influence on children's later development. Gender differences in these early science competencies may explain the often-reported gender differences in later science abilities. Research in this field was not usually focused on pre-schoolers. In this study, we focus on the interaction between five- to six-year-old pre-schoolers and a researcher while they work on tasks about physics and astronomy in three experiments. Participants were five- to six-year-old children attending preschool in Sevilla (Spain) representing the full range of socioeconomic backgrounds. Over the course of experiments, an increase in the students' number of right answers occurred. Results supported that pre-schoolers' early science competencies are characterized by gender equality and do not explain later-reported gender differences. However, the findings showed that girls are not inclined towards scientific careers, even if they have the same scientific performance as boys. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01