Despite some gains, women continue to be underrepresented in many science, technology, engineering, and math (STEM) fields. Using a national longitudinal dataset of 690 participants born in 1991, we tested whether spatial skills, measured in middle childhood, would help explain this gender gap. We modeled the relation between 4th-grade spatial skills and STEM majors while simultaneously accounting for competing cognitive and motivational mechanisms. Strong spatial skills in 4th grade directly increased the likelihood of choosing STEM college majors, above and beyond math achievement and motivation, verbal achievement and motivation, and family background. Additionally, 4th-grade spatial skills indirectly predicted STEM major choice via math achievement and motivation in the intervening years. Further, our findings suggest that gender differences in 4th-grade spatial skills contribute to women's underrepresentation in STEM majors.

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追溯 STEM 性别差距的起源：儿童空间技能的贡献

尽管取得了一些成就，但女性在许多科学、技术、工程和数学 (STEM) 领域的代表性仍然不足。我们使用 1991 年出生的 690 名参与者的全国纵向数据集，测试了在童年中期测量的空间技能是否有助于解释这种性别差距。我们模拟了四年级空间技能与 STEM 专业之间的关系，同时考虑了相互竞争的认知和动机机制。四年级时强大的空间技能直接增加了选择 STEM 大学专业的可能性，超越了数学成就和动机、语言成就和动机以及家庭背景。此外，四年级的空间技能通过数学成绩和动机间接预测了 STEM 专业的选择。更远，