The present research applied a multidimensional framework to the study of gender stereotypes by investigating whether elementary school children display different levels of endorsement when considering distinct gender stereotype constructs (ability, category, and interest) and feminine versus masculine stereotypes. Study 1 (N = 403) compared children's ability and category beliefs using a set of gender-neutral skill items. Study 2 (N = 539) extended this research by examining whether children showed different patterns of ability and category decisions for feminine versus masculine occupational items. Study 3 (N = 974) furthered our understanding of the construct dimension by comparing children's interest and ability decisions within the STEM domain. Findings revealed that older elementary school children endorsed ability stereotypes more strongly than category stereotypes and, across all age groups, children endorsed interest stereotypes more strongly than ability stereotypes. Findings also revealed age differences in how children think about masculine versus feminine stereotypes. For masculine stereotypes, younger children showed stronger endorsement than older children; however, for feminine stereotypes, the reverse pattern was found such that older children showed more stereotyped thinking than younger children. The present study illustrates the benefits of employing a multidimensional framework to gain a more nuanced understanding of how children apply their increasing knowledge of gender stereotypes.

This study examined the association between elementary students' (N = 1627; 51.3% girls, ages 4-12) engineering-related ability beliefs (competence), task-value beliefs (interest, importance), and career aspirations. Findings suggest that mean levels of children's engineering-related beliefs did not vary by gender. High levels of competence, interest, and importance beliefs were related to higher engineering-related career aspirations. Findings also revealed that the association of competence and interest with career aspirations was stronger for girls than boys; whereas, the association of importance with career aspirations was stronger for boys than girls. Last, results provide evidence of importance as a moderator of the link between competence and career aspirations, suggesting that there was a stronger positive association between competence and career aspirations under high levels of importance. Against the backdrop of the increasing urgency to teach engineering in elementary schools, this study highlighted the salience of examining children's engineering-related motivational beliefs. The study has practical implications for teachers and school psychologists on promoting inclusive instruction in elementary schools. Specifically, the implications of the results for instructional strategies as well as assessments and interventions in elementary schools are discussed.

In the interest of understanding choices related to achievement, persistence, and performance that inform pursuit of careers in science, technology, engineering, and math, the current research pursued a novel approach to asking young children about their beliefs related to engineering. The Engineering-Related Activities and Skills (ERAS) items were developed to use instead of the term 'engineering' to measure children's achievement-related ability beliefs (competence) and subjective task values (importance, interest). A range of methods across three studies were implemented in the development and assessment of evidence related to the internal structure of the ERAS items across the domains of ability beliefs and subjective task values (N = 949 students). Results suggest initial evidence for the ERAS items being valid in measuring children's perceptions of engineering-related competence, importance, and interest. Theoretical and practical implications related to the factors that influence the academic and career choices in the science, technology, engineering, and math (STEM) fields, as well as future directions are outlined.

Ethnic minorities, such as Latinx people of Hispanic or Latino origin, and women earn fewer engineering degrees than Caucasians and men. With shifting population dynamics and high demands for a technically qualified workforce, it is important to achieve broad participation in the engineering workforce by all ethnicities and both genders. Previous research has examined the knowledge of and interest in engineering among students in grades five and higher. In contrast, the present study examined elementary school students in grades K-5. The study found that older students in grades 4 and 5 had both greater knowledge of engineering occupational activities and greater interest in engineering than younger students in grades K-3. Moreover, Caucasian students had greater knowledge and interest levels than Latinx students. There were no significant differences between boys and girls, nor any significant interactions among gender, grade level, and ethnicity. A significant positive correlation between knowledge of engineering occupational activities and interest in engineering was also found. The findings suggest that early engineering outreach interventions are important. Such early interventions could potentially contribute to preserving the equivalent interest levels of males and females for engineering as students grow older. Also, ethnic disparities in engineering knowledge and interest could potentially be mitigated through early interventions. © 2017, Purdue University Press. All rights reserved.