Racial/ethnic and gender inequalities in third grade children’s self-perceived STEM competencies

ABSTRACT

Studies have sought to understand the underrepresentation of women and racial/ethnic minority groups in STEM, but less attention has been paid to primary school students. Using data from a nationally-representative sample, this study identified factors influencing US third-grade children’s self-perceived competencies in maths and science, while controlling for their actual abilities. Results indicate that girls had degraded self-perceptions of their maths competencies compared to boys, but similar self-rated science competencies. Black students exhibited buoyed self-perceived maths competencies, while Hispanic and indigenous students underestimated their science competencies. Students who reported being satisfied with parental attention, friends, and neighbourhood had higher self-perceived competencies in both maths and science.

KEYWORDS:

• STEM Education
• perceived Competencies
• gender
• race/Ethnicity
• social Integration

Data Availability Statement

The data that support the findings of this study are available from the corresponding author upon reasonable request.

Disclosure statement

The authors of the paper declare there is no potential conflict of interest.

Additional information

Funding

This work was supported by the National Institutes of Health [RL5GM118969,TL4GM118971,UL1GM118970].

Notes on contributors

Danielle Xiaodan Morales

Danielle Xiaodan Morales is an assistant professor in the Sociology and Anthropology Department at the University of Texas at El Paso. Her research focuses on STEM education, mentoring relationships, and children's health.

Sara Elizabeth Grineski

Sara Elizabeth Grineski is a professor in the Sociology Department and in the Environmental and Sustainability Studies Program at the University of Utah. Her research interests include underrepresented students in STEM, environmental health disparities, children's health, and environmental justice.

Timothy William Collins

Timothy William Collins is a faculty person in the Department of Geography and the Environmental and Sustainability Studies Program at the University of Utah. His research focuses on environmental justice, health disparities, and social vulnerability to hazards/disasters.