Developing Gender Bias
Use role-models to change STEM biases and self-belief
Changing early learning of implicit math biases
In partnership with Science World, Project CLIMB conducts research at the Living Lab, a Science World exhibit and data collection site where museum visitors can participate in research that seeks to:
In this study, led by graduate student Cameron Hall, we examined how language used to frame coding camps (for example, emphasizing competition vs. helping others) influenced boys’ and girls’ perceptions of those programs. In exploring the language used to describe science-themed camps, we hope to understand whether the values that frame these camps might signal different messages to body and girls about the likelihood that they would enjoy participating in, and feel they belong in, these programs.
In this study, led by graduate student Jessica Lee, we examined how gender representation in a summer camp (gender balanced or gender imbalanced) affected how children perceive those groups (for example, in terms of group cohesion, inclusivity, belonging). Through this study, we hope to better understand how and when during development children’s decisions about the activities they pursue are influenced by their perception of whether they will be in the gender minority.
In a recently completed study, we explored the development of gender stereotypes about science in children ages 6-11. Our aim was to understand the similarities and differences in the emergence and development of gender-math and gender-science stereotypes. In another recently completed study with children and adults, we explored whether gender-math stereotypes depend on age (for example, whether participants hold stronger gender-math stereotypes for adults compared with young children).
Photo Credit: Engineering Science Quest
The Project CLIMB team combines expertise in the science of implicit gender bias, bias reduction, and STEM outreach.