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The problem
Intervention: None—this is an observational study examining the emergence of field-specific brilliance beliefs and their association with children's academic interests by gender
Who it was tested with: Children aged 5 to 10 years (N=352; 50% girls; 45.4% White).
Experience from people who deliver programmes: stories, case studies and lessons learned. Valuable for understanding how and why, and for spotting what to test next, but not a measure of effect.
"The present research (N = 352; 5- to 10-year olds; 50% girls; 45.4% White) showed that children around age six began to attribute brilliance to computer science but not biology, suggesting that distinct associations between brilliance and fields emerge early." This is observational research documenting the emergence of beliefs rather than testing an intervention to change them.
Cross-sectional design prevents causal inference and longitudinal tracking. No intervention was tested. Limited racial/ethnic diversity in sample.
Across countries and designs
50 studies · 32 countries
