Written By: Sarah Ngo

Many of us began our education at a young age and often parents have played a significant role in a child’s academic life. Parental involvement in adolescent education can positively affect academic learning and achievements, just as the absence of involvement can have a negative impact. When it comes to science motivation, gender differences are apparent in adolescents' experiences and interests. But how much does family influence impact a child’s learning, achievements and career aspirations with respect to the sciences?

A study in the International Journal of Gender, Science and Technology by Päivi Hannele Taskinen, Julia Dietrich and Bärbel Kracke looked at the relationship between parental science-related values and expectations, and the learning and motivation towards science-based achievements of adolescent girls and boys. The sample comprised of 4,188 adolescents (51.4% girls) from the German Programme for International Student Assessment (PISA) sample. The study showed that the parental expectation of having their child pursue a career in science was most strongly related to student variables such as science interest, self-identity, and achievement and career aspirations.

The findings indicated that child-specific expectations of parents and the motivation and achievement of students were greater for boys than for girls. Gender typical behavior can impact a child’s attentiveness in science. If the parents value sciences, they are more likely to have higher expectations for their children to pursue sciences – but the strength of these expectations vary between girls and boys. A parent’s own gender-specific beliefs influence their social interactions with their children. For example, parents who view the sciences as less appealing and more challenging for girls than for boys are less likely to interact with their daughters about science, even if they are personally interested in the subject.

Although both genders generally demonstrate equal levels of science competency up to the end of secondary school, boys expressed greater interest in diverse science fields as well as general interests in sciences. But why?

“One presumed reason for the overall lower motivation of girls is the perceived masculinity of some science disciplines. Because of stereotype threat, many girls avoid scientific fields that typically require aptitude in physical sciences and advanced mathematics and which are deemed to be male-dominated.” (Ursula Kessels & Bettina Hannover)

The limited visibility of women role models in science along with the overrepresentation of male scientists has generated a poor understanding of the role of women in scientific fields. These beliefs are detrimental to young girls’ motivation towards educational and career pursuits in STEM.

There are ways to better equalize science motivation and achievement for both boys and girls. Whether through parents, educators or their environment, a child’s interest in science is influenced by several factors. In order to shrink the gender gap in STEM, it’s important to adjust the way the sciences have been socialized early on as a masculine discipline. Parents and guardians can take the time to learn about STEM careers to help children make informed decisions and encourage them to keep their options open. By breaking down the gender schemas and roles associated with STEM, we can encourage everyone to feel welcome in the sciences. Additionally, it’s important to look at who is teaching STEM courses. Gender diversity among teachers in STEM can help to encourage girls to pursue sciences in the future. By exploring gender differences in adolescent motivation in science, we can weaken gender-specific barriers and form a dialogue encouraging diversity in learning and careers in the sciences.

Visit the WWEST Resources page to find helpful sources about STEM for students, parents and teachers.