Abstract: In this talk, the findings of a series of studies examining children’s and adolescents’ STEM interests, efficacy and aptitude with attention to intergroup contexts will be presented. In particular, this research uses different methodological approaches (experimental, interview and survey methods) and examining different developmental periods (early childhood through adolescence). Study 1 examines the impact of pastel and primary colored STEM toys on children’s engineering aptitude, with findings demonstrating that gender stereotypes about color can shape performance on engineering aptitude tasks for young boys. Study 2 explores children’s attitudes towards exclusion from counter-stereotypic STEM careers, documenting age related changes and reliance on gender, but not ethnic stereotypes about STEM. Study 3 examines the impact of interacting with a male or female informal STEM educator on boys and girls math and science interest and stereotypes, documenting that female children and adolescents benefit from opportunities to interact with female STEM educators in informal STEM learning sites. Finally, study 4 examines outcomes for adolescents involved in informal STEM learning programs, documenting relations between social competencies, belonging, STEM interests and efficacy. The findings will be discussed in light of approaches to engaging groups historically underrepresented in STEM fields with attention to creating inclusive STEM environments.

Short Bio: Kelly Lynn Mulvey is an Associate Professor in the Lifespan Development Program in the Department of Psychology at North Carolina State University. She completed her Ph.D. (2013) in the Department of Human Development and Quantitative Methodology at the University of Maryland and was previously an Assistant Professor in the College of Education at the University of South Carolina. Her undergraduate and masters degrees are from Duke University. Prior to completing her doctorate, she was a public school teacher in Durham, NC and received certification by the National Board of Professional Teaching Standards. She has had federal funding from the National Institute of Justice and the National Science Foundation. Her research centers on social development in intergroup contexts, with particular attention to creating inclusive spaces for children and adolescence. She has particular interests in bystander intervention to stop bullying, especially bias-based bullying, and creating inclusive STEM environments for youth.