A recent study highlights how the language adults use when discussing science can significantly shape children’s perceptions and interest in the field. Girls, and boys, too, frequently create male figures when prompted to illustrate a scientist. Relatedly, this trend has begun to yield and improve very gradually. The verbal and nonverbal cues that adults model might serve to support or detract from children’s participation in science activity.
According to research, girls as young as four start to show more interest in science when they hear cues such as “Let’s do science!” They even stick with challenging science tasks longer than they do when told “Let’s be scientists.” This seemingly small change in wording seems to position science as more of a fun verb, versus an intimidating noun. Consequently, this perspective fosters a more inclusive environment for young learners, allowing them to view science as something they can actively participate in.
These deeply held gendered stereotypes about scientists are a key barrier that particularly young girls face. More than 93% of children still perceive scientists as white males only. That fosters the notion that only a select few of us have the miraculous intellect required to pull off these jobs. By the end of kindergarten, and certainly by the time they are in first grade, girls have shown reduced enthusiasm for areas that include computer science and engineering. Ironically, it’s their awareness of societal stereotypes that is leading to a significant drop in interest. This understanding of their limitations might prevent them from taking these subjects deeper.
The power of language to influence a child’s motivation is powerful. Adults who frame science as an action—such as through prompts like “Let’s do science”—can help maintain children’s enthusiasm and engagement over time. Requests that highlight identity can often unintentionally echo sentiments of exclusion or inadequacy for young girls to hear.
By high school, the impact of these early perspectives is clear. Girls who are at the 80th percentile in science ability are equally likely to major in some STEM fields. This holds as far down as boys in the bottom 1%. This disparity highlights the need to build a more inclusive culture in science education beginning at an early age.
Early exposure to science, paired with positive experiences, plays a pivotal role in shaping children’s views and interests in the field. By using language that emphasizes participation—like asking questions about experiments or engaging in hands-on activities—adults can create a more supportive environment for all children.
“Let’s be scientists today!”
At first glance, this language is very promising. Instead, it accidentally sends the message that only a chosen few are worthy enough to ever actually be called a “scientist.” Getting all kids involved in science, even just for a moment during an action break, bridges the gap. Even more than that, it creates a powerful sense of scientific community and belonging.
These stereotypes are often what causes girls to shy away from their scientific passions. This is the case despite their developing the necessary skills and talents to thrive in those spaces. These stereotypes can be subconsciously absorbed and influence how children see themselves and how willing they are to engage with subjects that are traditionally considered to be male-oriented.
“Let’s do science”
This iteration serves to highlight the doing nature of the ways of knowing that scientific exploration embodies. It provides a powerful, accessible, and engaging alternative that focuses less on identity. It empowers children to take part in science activities without feeling constrained by preconceived notions of who can or cannot be a scientist.
Importantly, language is another key area in which our individual and collective subconscious biases seep in to stifle women. When adults inadvertently communicate that only certain demographics are suited for scientific exploration, it can diminish children’s motivation to engage in these activities. Therefore, it’s important that we educators and parents too, are intentional about the words we use when talking about science.
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