Children's Stereotypes About Social Group Prevalence

Marjorie Rhodes
Previous research has found that girls (ages 4-9) persist less on science tasks when they are introduced to these tasks with identity-focused language (e.g., asking children to “be scientists”) instead of action focused language (e.g., asking children to “do science”), but that this linguistic cue has more variable consequences for boys (sometimes helping them, sometimes impeding them, and sometimes having no consequence at all). This work also shows that neither general gender stereotypes nor gender...
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