In an experimental study, gender differences were found in how middle schoolers identified with scientists on popular TV shows. Male students identified most strongly with male scientists whom they perceived as respected, while female students identified most strongly with female scientists whom they perceived as dominant. The study also analyzed students’ identification with scientists as an effect of the genre of the TV shows.
This paper explores how science-aspiring girls balance their aspirations and achievement with societal expectations of femininity. In-depth interviews revealed two models that the girls tended to follow, termed feminine scientist or bluestocking scientist, and the precarious nature of both of these identities. Archer et al. suggest ways that practitioners can better support girls in their balancing acts.