Born to Code: Does the Portrayal of Computer Scientists as Geniuses Undermine Adolescent Youths’ Motivational Beliefs?

The persistent underrepresentation of women and minority groups in computer science, despite high demand and salaries, is a significant concern. One potential contributing factor is the pervasive stereotype of computer scientists as naturally gifted geniuses. This stereotype, frequently reinforced in media portrayals, may discourage students who don't perceive themselves as inherently talented from pursuing computer science. This study addresses this issue by experimentally investigating the causal relationship between exposure to the genius stereotype and the impact on high school students' motivational beliefs in pSTEM fields, specifically focusing on computer science due to its high earning potential and persistent underrepresentation of women and minority groups. The study uses situated expectancy-value theory as its framework, which posits that motivational beliefs (expectancy and value beliefs) are shaped by the sociocultural context, including stereotypes present in media, alongside individual factors such as gender. The central hypothesis is that exposure to materials emphasizing the genius stereotype in computer science will lead to a decrease in high school students' pSTEM expectancy and value beliefs, with gender considered as a potential moderator.

Previous correlational research has established a negative relationship between the endorsement of genius stereotypes in STEM and students' STEM motivation. Studies have shown that adolescents and young adults attribute success in STEM fields more to innate brilliance than in other fields. This perception can influence who is perceived as belonging in pSTEM, further undermining the motivation of those who don't see themselves fitting this stereotype. While previous research suggests a link between media representations and stereotype transmission, no prior experimental studies have directly investigated the impact of media portraying the genius stereotype on pSTEM motivational beliefs. Existing research highlights the importance of adolescence as a period where identity exploration significantly impacts future academic choices. Furthermore, prior work suggests the genius stereotype might affect girls more negatively than boys because of pre-existing biases in perceptions of brilliance based on gender and a potential for greater discrepancy between self-concept and the stereotype among girls.

The study involved 213 U.S. high school students (53% boys, 46% Asian) randomly assigned to either a genius condition or a control condition. Participants read a short article profiling a computer science major. The genius condition article emphasized the student's natural talent and the importance of being gifted, while the control condition did not. Pre- and post-test measures assessed pSTEM expectancy and value beliefs using validated scales. Expectancy beliefs were measured using ten items assessing self-concept and expectations for success (α = 0.92 pretest, α = 0.94 posttest), and value beliefs were assessed using four items measuring attainment value and utility value (α = 0.86 pretest, α = 0.85 posttest). All items were rated on a 5-point Likert scale. The experiment was conducted within the context of a larger study investigating nerd-genius stereotypes and self-concepts. Before the experimental manipulation, demographic data and a definition of pSTEM were provided to the participants. After the pre-test, participants read their assigned article, followed by the post-test. The articles were similar in length and style, differing only in their portrayal of the computer science major (genius vs. hardworking). Statistical analysis involved bivariate correlations and mixed-design repeated-measures ANCOVAs to test for differences in pre- and post-test scores between conditions, controlling for math grade as a covariate. Gender was also examined as a potential moderator.

The results revealed a significant Condition x Time interaction effect for pSTEM value beliefs. Students in the genius condition showed a significant decrease in pSTEM value beliefs after reading the article (pretest M = 3.41, SD = 0.81; posttest M = 3.19, SD = 0.83) compared to those in the control condition (pretest M = 3.40, SD = 0.78; posttest M = 3.33, SD = 0.68), F(1, 210) = 4.53, p = 0.03, ηp² = 0.021. There was no significant Condition x Time effect for pSTEM expectancy beliefs, F(1, 210) = 1.01, p ns, ηp² = 0.005. Gender did not significantly moderate the interaction in either ANCOVA. The findings indicate that exposure to a portrayal of computer scientists as geniuses leads to a decrease in adolescents' value beliefs regarding pSTEM, supporting the hypothesis. However, this effect was not observed for expectancy beliefs.

The study's findings provide experimental evidence that exposure to genius-stereotyped media can negatively affect adolescents' value beliefs about pSTEM. This supports prior correlational research and aligns with situated expectancy-value theory, demonstrating the influence of cultural stereotypes on motivational beliefs. The lack of an effect on expectancy beliefs contrasts with some correlational studies, possibly because changes in expectancy beliefs might depend more on long-term feedback and evaluation. The absence of a gender moderating effect differs from previous research on the nerd stereotype, suggesting that the impact of the genius stereotype might be more complex and potentially dependent on factors such as self-perceived talent or stereotype endorsement. The study's limitations highlight the need for further research with larger, more diverse samples to explore the moderating effects of race/ethnicity and to consider the impact of different media types and the gender of the character in the experimental material.

This study experimentally demonstrates that portraying computer scientists as geniuses can negatively impact high school students' value beliefs about pSTEM, especially their perception of the importance and utility of pSTEM subjects. This underscores the importance of fostering inclusive classroom environments and media representations that avoid reinforcing the genius stereotype. Future research should focus on longitudinal studies, exploring different media types, larger and more diverse samples, and investigating interventions that counteract this stereotype while promoting a growth mindset.

The study's limitations include a relatively small and not fully diverse sample size, limiting the analysis of race/ethnicity as a moderator. The experimental manipulation used only a male character, potentially limiting the generalizability of the findings. The brief nature of the manipulation may also have limited the observed effects, and future studies should investigate the impact of repeated exposure or longer-term effects. Finally, the study focused solely on motivational beliefs, whereas other factors, such as identity and belonging, may also be influenced by the genius stereotype.