How stereotypes shape children’s STEM identity and learning

The scarcity of women who pursue careers in science, technology, engineering and mathematics (STEM) is of global concern. What are the origins of this gender gap and what can we do about it? To make progress, we need to recognise that the problem starts early in development. In early elementary school, children are already sensitive to cultural stereotypes about “who does mathematics”. This begins to influence their own emerging self-concepts about mathematics. We show that children’s stereotypes and self-concepts have a far-reaching impact on children’s achievement in school. Science-based interventions can be designed to strengthen children’s resistance to STEM stereotypes and to enhance their self-concepts. We discuss the promise of these interventions for sparking children’s engagement, enjoyment and success in STEM.