ArticleFrontiers in psychology2021
Science and Math Interest and Gender Stereotypes: The Role of Educator Gender in Informal Science Learning Sites.
Article in Frontiers in psychology, 2021. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 3 papers.
What it found
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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
3 citing papers in PubMed, 16 citations in OpenAlex.
- Children's and adolescents' evaluations of wealth-related STEM inequality.Social development (Oxford, England) · 2024Article
- Article
- Self-Control Capacity Moderates the Effect of Stereotype Threat on Female University Students' Worry During a Math Performance Situation.Frontiers in psychology · 2022Article
Corrections and comments
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Authors and funding
13 authors at 8 institutions in 2 countries.
Funding
Abstract
Interest in science and math plays an important role in encouraging STEM motivation and career aspirations. This interest decreases for girls between late childhood and adolescence. Relatedly, positive mentoring experiences with female teachers can protect girls against losing interest. The present study examines whether visitors to informal science learning sites (ISLS; science centers, zoos, and aquariums) differ in their expressed science and math interest, as well as their science and math stereotypes following an interaction with either a male or female educator. Participants (
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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.