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STEM gender stereotypes from early childhood through adolescence at informal science centers.

Journal of applied developmental psychology

McGuire L, Mulvey KL, Goff E, Irvin MJ, Winterbottom M, Fields GE, Hartstone-Rose A, Rutland A.
PMID: 32255884
J Appl Dev Psychol. 2020 Mar-Apr;67:101109. doi: 10.1016/j.appdev.2020.101109.

Stereotypes about science, technology, engineering and mathematics (STEM) are associated with reduced STEM engagement amongst girls and women. The present study examined these stereotypes from early childhood through adolescence within informal science learning sites (ISLS; science museums, zoos, aquariums)....

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McGuire L, Mulvey KL, Goff E, et al. STEM gender stereotypes from early childhood through adolescence at informal science centers. J Appl Dev Psychol. 2020;67:101109doi: 10.1016/j.appdev.2020.101109.
McGuire, L., Mulvey, K. L., Goff, E., Irvin, M. J., Winterbottom, M., Fields, G. E., Hartstone-Rose, A., & Rutland, A. (2020). STEM gender stereotypes from early childhood through adolescence at informal science centers. Journal of applied developmental psychology, 67101109. https://doi.org/10.1016/j.appdev.2020.101109
McGuire, Luke, et al. "STEM gender stereotypes from early childhood through adolescence at informal science centers." Journal of applied developmental psychology vol. 67 (2020): 101109. doi: https://doi.org/10.1016/j.appdev.2020.101109
McGuire L, Mulvey KL, Goff E, Irvin MJ, Winterbottom M, Fields GE, Hartstone-Rose A, Rutland A. STEM gender stereotypes from early childhood through adolescence at informal science centers. J Appl Dev Psychol. 2020 Mar-Apr;67:101109. doi: 10.1016/j.appdev.2020.101109. PMID: 32255884; PMCID: PMC7104893.
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Children's Gender Stereotypes in STEM Following a One-Shot Growth Mindset Intervention in a Science Museum.

Frontiers in psychology

Law F, McGuire L, Winterbottom M, Rutland A.
PMID: 34040559
Front Psychol. 2021 May 10;12:641695. doi: 10.3389/fpsyg.2021.641695. eCollection 2021.

Women are drastically underrepresented in science, technology, engineering, and mathematics (STEM) and this underrepresentation has been linked to gender stereotypes and ability related beliefs. One way to remedy this may be to challenge male bias gender stereotypes around STEM...

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Law F, McGuire L, Winterbottom M, et al. Children's Gender Stereotypes in STEM Following a One-Shot Growth Mindset Intervention in a Science Museum. Front Psychol. 2021;12:641695doi: 10.3389/fpsyg.2021.641695.
Law, F., McGuire, L., Winterbottom, M., & Rutland, A. (2021). Children's Gender Stereotypes in STEM Following a One-Shot Growth Mindset Intervention in a Science Museum. Frontiers in psychology, 12641695. https://doi.org/10.3389/fpsyg.2021.641695
Law, Fidelia, et al. "Children's Gender Stereotypes in STEM Following a One-Shot Growth Mindset Intervention in a Science Museum." Frontiers in psychology vol. 12 (2021): 641695. doi: https://doi.org/10.3389/fpsyg.2021.641695
Law F, McGuire L, Winterbottom M, Rutland A. Children's Gender Stereotypes in STEM Following a One-Shot Growth Mindset Intervention in a Science Museum. Front Psychol. 2021 May 10;12:641695. doi: 10.3389/fpsyg.2021.641695. eCollection 2021. PMID: 34040559; PMCID: PMC8141795.
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Understanding Parents' Roles in Children's Learning and Engagement in Informal Science Learning Sites.

Frontiers in psychology

Joy A, Law F, McGuire L, Mathews C, Hartstone-Rose A, Winterbottom M, Rutland A, Fields GE, Mulvey KL.
PMID: 33868104
Front Psychol. 2021 Mar 31;12:635839. doi: 10.3389/fpsyg.2021.635839. eCollection 2021.

Informal science learning sites (ISLS) create opportunities for children to learn about science outside of the classroom. This study analyzed children's learning behaviors in ISLS using video recordings of family visits to a zoo, children's museum, or aquarium. Furthermore,...

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Joy A, Law F, McGuire L, et al. Understanding Parents' Roles in Children's Learning and Engagement in Informal Science Learning Sites. Front Psychol. 2021;12:635839doi: 10.3389/fpsyg.2021.635839.
Joy, A., Law, F., McGuire, L., Mathews, C., Hartstone-Rose, A., Winterbottom, M., Rutland, A., Fields, G. E., & Mulvey, K. L. (2021). Understanding Parents' Roles in Children's Learning and Engagement in Informal Science Learning Sites. Frontiers in psychology, 12635839. https://doi.org/10.3389/fpsyg.2021.635839
Joy, Angelina, et al. "Understanding Parents' Roles in Children's Learning and Engagement in Informal Science Learning Sites." Frontiers in psychology vol. 12 (2021): 635839. doi: https://doi.org/10.3389/fpsyg.2021.635839
Joy A, Law F, McGuire L, Mathews C, Hartstone-Rose A, Winterbottom M, Rutland A, Fields GE, Mulvey KL. Understanding Parents' Roles in Children's Learning and Engagement in Informal Science Learning Sites. Front Psychol. 2021 Mar 31;12:635839. doi: 10.3389/fpsyg.2021.635839. eCollection 2021. PMID: 33868104; PMCID: PMC8044517.
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Assessing adolescents' critical health literacy: How is trust in government leadership associated with knowledge of COVID-19?.

PloS one

Mathews CJ, McGuire L, Joy A, Law F, Winterbottom M, Rutland A, Drews M, Hoffman AJ, Mulvey KL, Hartstone-Rose A.
PMID: 34818322
PLoS One. 2021 Nov 24;16(11):e0259523. doi: 10.1371/journal.pone.0259523. eCollection 2021.

This study explored relations between COVID-19 news source, trust in COVID-19 information source, and COVID-19 health literacy in 194 STEM-oriented adolescents and young adults from the US and the UK. Analyses suggest that adolescents use both traditional news (e.g.,...

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Mathews CJ, McGuire L, Joy A, et al. Assessing adolescents' critical health literacy: How is trust in government leadership associated with knowledge of COVID-19?. PLoS One. 2021;16(11):e0259523doi: 10.1371/journal.pone.0259523.
Mathews, C. J., McGuire, L., Joy, A., Law, F., Winterbottom, M., Rutland, A., Drews, M., Hoffman, A. J., Mulvey, K. L., & Hartstone-Rose, A. (2021). Assessing adolescents' critical health literacy: How is trust in government leadership associated with knowledge of COVID-19?. PloS one, 16(11), e0259523. https://doi.org/10.1371/journal.pone.0259523
Mathews, Channing J, et al. "Assessing adolescents' critical health literacy: How is trust in government leadership associated with knowledge of COVID-19?." PloS one vol. 16,11 (2021): e0259523. doi: https://doi.org/10.1371/journal.pone.0259523
Mathews CJ, McGuire L, Joy A, Law F, Winterbottom M, Rutland A, Drews M, Hoffman AJ, Mulvey KL, Hartstone-Rose A. Assessing adolescents' critical health literacy: How is trust in government leadership associated with knowledge of COVID-19?. PLoS One. 2021 Nov 24;16(11):e0259523. doi: 10.1371/journal.pone.0259523. eCollection 2021. PMID: 34818322; PMCID: PMC8612506.
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Science and Math Interest and Gender Stereotypes: The Role of Educator Gender in Informal Science Learning Sites.

Frontiers in psychology

McGuire L, Monzavi T, Hoffman AJ, Law F, Irvin MJ, Winterbottom M, Hartstone-Rose A, Rutland A, Burns KP, Butler L, Drews M, Fields GE, Mulvey KL, Henderson S, Cain M, Istvandity L.
PMID: 33841221
Front Psychol. 2021 Mar 26;12:503237. doi: 10.3389/fpsyg.2021.503237. eCollection 2021.

Interest in science and math plays an important role in encouraging STEM motivation and career aspirations. This interest decreases for girls between late childhood and adolescence. Relatedly, positive mentoring experiences with female teachers can protect girls against losing interest....

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McGuire L, Monzavi T, Hoffman AJ, et al. Science and Math Interest and Gender Stereotypes: The Role of Educator Gender in Informal Science Learning Sites. Front Psychol. 2021;12:503237doi: 10.3389/fpsyg.2021.503237.
McGuire, L., Monzavi, T., Hoffman, A. J., Law, F., Irvin, M. J., Winterbottom, M., Hartstone-Rose, A., Rutland, A., Burns, K. P., Butler, L., Drews, M., Fields, G. E., Mulvey, K. L., Henderson, S., Cain, M., & Istvandity, L. (2021). Science and Math Interest and Gender Stereotypes: The Role of Educator Gender in Informal Science Learning Sites. Frontiers in psychology, 12503237. https://doi.org/10.3389/fpsyg.2021.503237
McGuire, Luke, et al. "Science and Math Interest and Gender Stereotypes: The Role of Educator Gender in Informal Science Learning Sites." Frontiers in psychology vol. 12 (2021): 503237. doi: https://doi.org/10.3389/fpsyg.2021.503237
McGuire L, Monzavi T, Hoffman AJ, Law F, Irvin MJ, Winterbottom M, Hartstone-Rose A, Rutland A, Burns KP, Butler L, Drews M, Fields GE, Mulvey KL, Henderson S, Cain M, Istvandity L. Science and Math Interest and Gender Stereotypes: The Role of Educator Gender in Informal Science Learning Sites. Front Psychol. 2021 Mar 26;12:503237. doi: 10.3389/fpsyg.2021.503237. eCollection 2021. PMID: 33841221; PMCID: PMC8033013.
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Peer Group Norms and Accountability Moderate the Effect of School Norms on Children's Intergroup Attitudes.

Child development

McGuire L, Rutland A, Nesdale D.
PMID: 26082195
Child Dev. 2015 Jul;86(4):1290-1297. doi: 10.1111/cdev.12388. Epub 2015 Jun 17.

The present study examined the interactive effects of school norms, peer norms, and accountability on children's intergroup attitudes. Participants (n = 229) aged 5-11 years, in a between-subjects design, were randomly assigned to a peer group with an inclusion...

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McGuire L, Rutland A, Nesdale D. Peer Group Norms and Accountability Moderate the Effect of School Norms on Children's Intergroup Attitudes. Child Dev. 2015;86(4):1290-1297doi: 10.1111/cdev.12388.
McGuire, L., Rutland, A., & Nesdale, D. (2015). Peer Group Norms and Accountability Moderate the Effect of School Norms on Children's Intergroup Attitudes. Child development, 86(4), 1290-1297. https://doi.org/10.1111/cdev.12388
McGuire, Luke, et al. "Peer Group Norms and Accountability Moderate the Effect of School Norms on Children's Intergroup Attitudes." Child development vol. 86,4 (2015): 1290-1297. doi: https://doi.org/10.1111/cdev.12388
McGuire L, Rutland A, Nesdale D. Peer Group Norms and Accountability Moderate the Effect of School Norms on Children's Intergroup Attitudes. Child Dev. 2015 Jul;86(4):1290-1297. doi: 10.1111/cdev.12388. Epub 2015 Jun 17. PMID: 26082195.
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Career Advancement for Women Faculty in a U.S. School of Medicine: Perceived Needs.

Academic Medicine

McGuire L.K., Bergen M.R., Polan M.L..
UIID-AC: 68
2004;79:319-325. doi: 10.1097/00001888-200404000-00007.

Purpose. The percentage of women faculty at the professor level has remained at approximately 11%. The medical community could benefit from knowing what is required to attract, retain, and advance women in the academy. Method. The Committee on Women...

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McGuire L.K., Bergen M.R., Polan M.L.. Career Advancement for Women Faculty in a U.S. School of Medicine: Perceived Needs. 2004;79:319-325doi: 10.1097/00001888-200404000-00007.
McGuire L.K., Bergen M.R., & Polan M.L. (2004). Career Advancement for Women Faculty in a U.S. School of Medicine: Perceived Needs. Academic Medicine, 79319-325. https://doi.org/10.1097/00001888-200404000-00007
McGuire L.K., et al. "Career Advancement for Women Faculty in a U.S. School of Medicine: Perceived Needs." Academic Medicine vol. 79 (2004): 319-325. doi: https://doi.org/10.1097/00001888-200404000-00007
McGuire L.K., Bergen M.R., Polan M.L.. Career Advancement for Women Faculty in a U.S. School of Medicine: Perceived Needs. 2004;79:319-325. doi: 10.1097/00001888-200404000-00007. UIID-AC: 68.
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Showing 1 to 7 of 7 entries