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In contrast, girls and boys were viewed as equally competent in science by White adolescents (with scores averaged across time) and by 12th graders (with scores averaged across race). Conclusions These findings show that Black and White youth differ in their endorsement of stereotypes about gender differences in Science, Technology, Engineering, and Mathematics (STEM) abilities. The results extend prior research with children and early adolescents showing that traditional STEM gender stereotypes become more pronounced in later adolesce
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