Existing literature has primarily addressed the negative impact of gender brilliance stereotypes on girls' participation in STEM fields, but further intervention research beyond WEIRD (Western, Educated, Industrialized, Rich, and Democratic) cultures is lacking. This study aims to bridge this gap by exploring the early associations between gender groups and intellectual capabilities among Korean children. By investigating these stereotypes, the researchers seek to provide insights crucial for designing interventions targeting intelligence-related stereotypes to reduce gender disparities beyond STEM disciplines.

The study involved 96 Korean children aged five, six, and seven, engaging in online or in-person sessions. Through visual stimuli and tasks, the research revealed that by age 7, children associated intellectual brilliance more with men than women, extending across both their racial group and White individuals. Notably, this stereotype affected girls' motivation for activities requiring high intellectual ability. Overall, the study suggested that children's school experiences may play a role in the acquisition of this stereotype. The findings also underscore the pervasive nature of the gender brilliance stereotype across cultures and its potential implications for gender disparities in intellectual domains.

Imagine a young girl hesitating to join a science experiment in class because of the stereotype that brilliance is linked more to boys. This scenario mirrors the study's findings, emphasizing the critical need to combat gender brilliance stereotypes in education. By addressing these biases early on, educators can create inclusive environments that encourage all students to explore their interests. This example vividly demonstrates the impact of challenging gender stereotypes in educational settings.

The research findings emphasize the importance of implementing interventions to address the gender brilliance stereotype and its impact beyond WEIRD (Western, Educated, Industrialized, Rich, and Democratic) cultures. This complements ongoing efforts aimed at encouraging female participation in STEM and related fields. Subsequently, EPIC's research can gain valuable insights into how this stereotype influences girls' motivation and involvement in different domains. EPIC could explore the universal versus culturally distinct aspects of the gender brilliance stereotype by testing children from a variety of cultural backgrounds, charting a path towards promoting inclusivity and gender equity.

If you are interested in reading more about Lee et al.’s (2021) study, click this link to retrieve the article:

https://srcd.onlinelibrary.wiley.com/doi/abs/10.1111/cdev.14043

This post is written by Tristin Yun. 

Reference:

Lee, P., Wen, J., Wang, M., & Heyman, G. (2021). The Development of Gender Brilliance Stereotypes in 5- to 7-Year-Old Children. Child Development, 92(5), e666-e683. (https://srcd.onlinelibrary.wiley.com/doi/abs/10.1111/cdev.14043)