Do kindergarten-aged children associate scientists with intelligence? Do they hold gender stereotypes about these topics? What is related to these stereotypes? Do they affect children’s choice of activity? This study asked 48 kindergarteners to choose “the smart one” or “the scientist” out of gender-balanced arrays. Both genders showed positive in-group biases, but girls did not relate the two concepts. Girls were also more willing to engage in activities for “smart” children, rather than for “little scientists.” Parental occupation had same-gender effects on each gender’s stereotypes about intelligence, but no cross-gender effects. Findings are analyzed using expectancy-value theory as a framework.

中文翻译：

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科学家聪明吗？幼儿园儿童对科学和智力描述的性别理解和使用

学龄前儿童会将科学家与智力联系起来吗？他们是否对这些话题持有性别刻板印象？与这些刻板印象有什么关系？它们会影响孩子对活动的选择吗？这项研究要求 48 名幼儿园儿童从性别平衡的数组中选择“聪明人”或“科学家”。两性都表现出积极的群体内偏见，但女孩没有将这两个概念联系起来。女孩也更愿意为“聪明”的孩子参与活动，而不是“小科学家”。父母的职业对每个性别关于智力的刻板印象都有同性影响，但没有跨性别影响。使用期望值理论作为框架对调查结果进行分析。