Gender‐science stereotypes emerge early in childhood, but little is known about the developmental processes by which they arise. The present study tested the hypothesis that language implying scientists are a special and distinct kind of person contributes to the development of gender‐science stereotypes, even when it does not communicate stereotypic content. One cross‐sectional and two longitudinal studies with racially and geographically diverse children (primarily from the United States; ages 4–5; N = 872, tested 2020–2022) revealed that gender stereotypes about science versus art (a) emerge before elementary school, (b) arise from commonplace identity‐emphasizing language, especially among girls, and (c) can be durably disrupted by subtle changes to language. This study identifies a promising way to counteract stereotypes at their roots.

中文翻译：

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适应不良但可塑性强：性别科学刻板印象出现得很早，但可以通过语言来改变


性别科学刻板印象在童年早期出现，但人们对它们产生的发展过程知之甚少。本研究检验了这样一个假设，即暗示科学家是一种特殊而独特的人的语言有助于性别科学刻板印象的发展，即使它不传达刻板印象的内容。一项横断面研究和两项纵向研究，涉及种族和地理上不同的儿童（主要来自美国;4-5 岁;N = 872,2020-2022 年测试）表明，关于科学与艺术的性别刻板印象 （a） 出现在小学之前，（b） 来自常见的强调身份的语言，尤其是在女孩中，以及 （c） 可以被语言的细微变化持久地破坏。这项研究确定了一种从根源上抵消刻板印象的有前途的方法。