A new study from Allison Master, an assistant professor at the University of Houston (UH) College of Education), shows that STEM stereotypes are more nuanced than they seem. This study underscores the mental health crisis that is prevalent in STEM fields. The study, published in the Proceedings of the National Academy of Sciences, uncovers a surprising reality. Not all stereotypes about STEM fields are created equal. Rather, they are deeply unequal along a number of lines, such as their unprecedented focus on academic performance and gender.
Master collaborated with Andrew N. Meltzoff, also from the University of Washington’s Institute for Learning & Brain Sciences, to design this novel study. He worked in concert with Daijiazi Tang, a recent Ph.D. graduate from UH MQMLS, currently a postdoctoral fellow at the University of Michigan. Sapna Cheryan from the University of Washington was a co-author on that paper. This effort reflects the collective work within and between institutions to address these urgent concerns.
Insights from the Study
The researchers recorded the routes and behaviors of more than 2,700 students. These students originated from various elementary, middle, and high schools located across New England states and the Southeastern US. Through this work, Master found that girls frequently outperform boys in math and science. She added that even when subtle stereotypes are at play, they can differ and are influenced by more external factors.
Master noted, “We talk about STEM as this big monolith, but when you actually look more closely, there are a lot of differences between STEM fields.” This insight highlights the need for a more targeted, multifaceted approach to address stereotypes. We need to stop making the mistake of thinking of all STEM disciplines as the same.
The results further show that when these underrepresentation affect fields dealing with crucial matters, the effects can be tremendous. Master helped to highlight that medical devices frequently favor one gender in their design. This bias has a monumental effect on the quality of healthcare for people of other genders. She illustrated how technology has been unable to properly identify skin tones because of these same biases in representation.
The Role of Society in Changing Stereotypes
Master stressed the importance of educators and policy-makers, business leaders and employers, and parents and caregivers in changing the prevailing story about STEM careers. “Everyone from parents to educators to the media can help change the message that certain careers are only for certain genders,” she stated.
This national call to action highlights the crucial role that engaging, inclusive messaging plays in creating students’ first impressions of what their futures could and should look like. By providing diverse role models and promoting equity in educational resources, society can work towards closing existing equity gaps in STEM fields.
Master mentioned that addressing these disparities requires targeted efforts: “There’s a lot of equity gaps and we’re doing better at addressing some of them than others. We should put our resources where the biggest problems are.” This sentiment reflects a growing recognition within the educational community that proactive measures are necessary to foster diversity and inclusivity in STEM.
The Broader Implications of Representation
The impact of Master’s research reaches far beyond college classrooms. The underrepresentation of women and minority groups in STEM careers constricts our perspective. This gap results in a limited lens on the complex issues that diverse populations are challenged with. As Master aptly stated, “We need a lot of viewpoints in computer science and engineering. We want people making technology who understand the problems and issues faced by everyone in our society.”
In light of this, her research is geared towards not just recognizing stereotypes but actively fighting against them. Although Master and her colleagues acknowledge the challenges that exist within STEM fields, they push for a more intersectional lens, advancing a deeper conversation around equity and representation in tech and engineering fields.
