Adolescent Girls’ STEM Identity Formation and Media Images of STEM Professionals: Considering the Influence of Contextual Cues
Open accessAbstract
Popular media have played a crucial role in the construction, representation, reproduction, and transmission of stereotypes of science, technology, engineering, and mathematics (STEM) professionals, yet little is known about how these stereotypes influence STEM identity formation. Media images of STEM professionals may be important sources of information about STEM and may be particularly salient and relevant for girls during adolescence as they actively consider future personal and professional identities. This article describes gender-stereotyped media images of STEM professionals and examines theories to identify variables that explain the potential influence of these images on STEM identity formation. Understanding these variables is important for expanding current conceptual frameworks of science/STEM identity to better understand how and when cues in the broader sociocultural context may affect adolescent girls’ STEM identity. This article emphasizes the importance of focusing on STEM identity relevant variables and STEM identity status to explain individual differences in STEM identity formation.
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Stereotypes and a culture of social isolation often deter girls from STEM fields.
“Reinking and Martin (2018) review strategies to engage girls in STEM, noting that stereotypes and a culture of social isolation often deter girls from such fields (Cheryan et al., 2015;Steinke, 2017).”
From Fostering students’ motivation and self-efficacy in science, technology, engineering, and design through design thinking and making in project-based learning: a gender-perspective study in primary education (2025) · cites this paper as Steinke, 2017
The Introduction says that masculine stereotypes can negatively affect adolescent girls’ identification, interest, and participation in STEM. It also describes portrayals of STEM professionals as socially awkward people who work alone, but does not establish that an actual culture of social isolation deters girls. (LLM, conf=0.86)
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The Gender Gap in STEM Fields: Theories, Movements, and Ideas to Engage Girls in STEM
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“Reinking and Martin (2018) review strategies to engage girls in STEM, noting that stereotypes and a culture of social isolation often deter girls from such fields (Cheryan et al., 2015; Steinke, 2017).”
- Authors
- Steinke, J.
- Affiliations
- Western Michigan University (US)
- Corresponding author
- Steinke, Jocelyn
- ORCID
- Steinke, Jocelyn
- Venue
- Frontiers in Psychology
- Publisher
- Frontiers Media SA
- Published
- 2017-05-26
- Volume
- 8
- Pages
- 716-716
- ISSN
- 1664-1078 (ISSN-L)
- PMC
- PMC5445165
- OpenAlex
- W2619896152
- Cited by
- 158
- References
- 117
- Citations by year
- 2026: 17 · 2025: 24 · 2024: 18 · 2023: 23 · 2022: 24 · 2021: 19 · 2020: 23 · 2019: 5 · 2018: 5
- FWCI
- 1.72
- Type
- journal article
- Language
- en
- Open access
- gold
- doi.org
- Licence
- cc-by
- Locations
- Frontiers in Psychology (publishedVersion, cc-by)
- Europe PMC (PubMed Central) (publishedVersion, cc-by)
- PubMed Central (publishedVersion, cc-by)
- PubMed (publishedVersion)
- DOAJ (DOAJ: Directory of Open Access Journals) (submittedVersion, cc-by-sa)
- Funders
- Western Michigan University
- Topics
- Social Sciences › Psychology › Developmental and Educational Psychology › Science Education and Perceptions
- Social Sciences › Safety Research › Career Development and Diversity
- Social Sciences › Gender Studies › Media, Gender, and Advertising
- Keywords
- STEM identity, adolescent girls, gender stereotypes, science identity, contextual cues, individual differences
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
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