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The potential scientist s dilemma: How the Masculinization of Science Shapes
Friendships and Science Job Preferences()
#MMPMID28491465
Gauthier GR
; Hill PW
; McQuillan J
; Spiegel AN
; Diamond J
Soc Sci (Basel)
2017[Mar]; 6
(1
): ? PMID28491465
show ga
In the United States, girls and boys have similar science achievement, yet fewer
girls aspire to science careers than boys. This paradox emerges in middle school,
when peers begin to play a stronger role in shaping adolescent identities. We use
complete network data from a single middle school and theories of gender,
identity, and social distance to explore how friendship patterns might influence
this gender and science paradox. Three patterns highlight the social dimensions
of gendered science persistence: (1) boys and girls do not differ in
self-perceived science potential and science career aspirations; (2) consistent
with gender-based norms, both middle school boys and girls report that the
majority of their female friends are not science kinds of people; and (3) youth
with gender-inconsistent science aspirations are more likely to be friends with
each other than youth with gender normative science aspirations. Together, this
evidence suggests that friendship dynamics contribute to gendered patterns in
science career aspirations.
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