ArticleSocial sciences (Basel, Switzerland)2017
Science Possible Selves and the Desire to be a Scientist: Mindsets, Gender Bias, and Confidence during Early Adolescence.
Article in Social sciences (Basel, Switzerland), 2017. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 7 papers.
What it found
Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.
The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
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Who cites it
7 citing papers in PubMed, 41 citations in OpenAlex.
- Low-stakes Scientist Spotlight Assignment Demonstrates High Value and Multiple Effects for Introductory Biology Students.CBE life sciences education · 2024Article
- Scientist Spotlights in Secondary Schools: Student Shifts in Multiple Measures Related to Science Identity after Receiving Written Assignments.CBE life sciences education · 2023Article
- Developing Pandemic Comics for Youth Audiences.Journal of STEM outreach · 2021Article
- Examining High School Students' Gendered Beliefs about Math: Predictors and Implications for Choice of STEM College Majors.Sociology of education · 2021Article
- Medical career expectations of academically talented high school students: a nationwide cross-sectional study in China.BMC medical education · 2020Article
- Discovery Orientation, Cognitive Schemas, and Disparities in Science Identity in Early Adolescence.Sociological perspectives : SP : official publication of the Pacific Sociological Association · 2018Article
- Informal Science Experiences among Urban and Rural Youth: Exploring Differences at the Intersections of Socioeconomic Status, Gender and Ethnicity.Journal of STEM outreach · 2018Article
Corrections and comments
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Authors and funding
6 authors at 2 institutions in 1 country.
Funding
Abstract
In the United States, gender gaps in science interest widen during the middle school years. Recent research on adults shows that gender gaps in some academic fields are associated with mindsets about ability and gender-science biases. In a sample of 529 students in a U.S. middle school, we assess how explicit boy-science bias, science confidence, science possible self (belief in being able to become a scientist), and desire to be a scientist vary by gender. Guided by theories and prior research, we use a series of multivariate logistic regression models to examine the relationships between mindsets about ability and these variables. We control for self-reported science grades, social capital, and race/ethnic minority status. Results show that seeing academic ability as innate ("fixed mindsets") is associated with boy-science bias, and that younger girls have less boy-science bias than older girls. Fixed mindsets and boy-science bias are both negatively associated with a science possible self; science confidence is positively associated with a science possible self. In the final model, high science confident and having a science possible self are positively associated with a desire to be a scientist. Facilitating growth mindsets and countering boy-science bias in middle school may be fruitful interventions for widening participation in science careers.
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Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.