Challenging Media Stereotypes of STEM: Examining an Intervention to Change Adolescent Girls’ Gender Stereotypes of STEM Professionals
Keywords:
gender-STEM-stereotypes, media, STEM intervention, Draw-a-Scientist Test (DAST)Abstract
Media play a key role in the cultural reproduction of gender stereotypes of science, technology, engineering, and mathematics (STEM). This study examined the efficacy of a media-focused intervention to decrease adolescent girls’ gender-STEM -stereotypes and increase their knowledge of STEM careers. An interactive presentation challenging gender-stereotyped images of women STEM professionals in popular media and participation in STEM learning activities featuring interactions with women STEM professionals were part of an out-of-school, informal STEM learning program designed to foster adolescent girls’ interest in STEM. Findings from pre- and post-test Draw-a-Scientist Test (DAST) drawings used to assess perceptions of STEM professionals revealed a decrease in gender-STEM-stereotypes and greater knowledge of types of STEM careers. Findings suggest that creating awareness about gender-STEM-stereotypes in popular media, presenting counter-stereotyped media images of women as STEM professionals, and providing opportunities to engage in STEM activities were crucial for adolescent girls’ development of more inclusive views of women and STEM, which may be essential for seeing themselves as future STEM professionals. Implications for theory and recommendations for informal STEM educators and media practitioners for designing interventions to address, challenge, and change gender-STEM-stereotypes are discussed.
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