How Language Shapes Children’s Interest in Science

Quick Summary:

• Research suggests children’s interest in science may wane as they grow, partly due too language cues promoting science as an “identity” rather than an action.
• phrases like “Let’s do science” motivate children to engage longer compared to identity-focused statements like “Let’s be scientists.”
• stereotypes about who “looks like” a scientist (often white men) can discourage underrepresented groups, such as girls, from pursuing STEM fields, even at young ages.
• By first grade, interest disparity between boys and girls in computer science and engineering emerges; perceptions of intellectual ability tied to stereotypes compound this gap over time.
• Action-based language sustains early engagement with science. However, for older children (adolescents/teens), identity-linked messaging may enhance motivation by aligning scientific activities with their long-term aspirations.

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