AI Article Synopsis
- Parents are more likely to explain science concepts to boys than girls during interactive museum visits, with boys receiving three times more explanations.
- Despite talking equally to both genders about using exhibits, parents tend to focus scientific explanations more on boys.
- This unintentional bias may create a gender gap in scientific literacy among young children before they even start formal science education in school.
Article Abstract
Young children's everyday scientific thinking often occurs in the context of parent-child interactions. In a study of naturally occurring family conversation, parents were three times more likely to explain science to boys than to girls while using interactive science exhibits in a museum. This difference in explanation occurred despite the fact that parents were equally likely to talk to their male and female children about how to use the exhibits and about the evidence generated by the exhibits. The findings suggest that parents engaged in informal science activities with their children may be unintentionally contributing to a gender gap in children's scientific literacy well before children encounter formal science instruction in grade school.
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| http://dx.doi.org/10.1111/1467-9280.00347 | DOI Listing |
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