Gendered Packaging of a STEM Toy Influences Children's Play, Mechanical Learning, and Mothers’ Play Guidance

Emily F. Coyle, Lynn S. Liben

Research output: Contribution to journalArticle

Abstract

To study effects of the gender-packaging of science, technology, engineering, and mathematics (STEM) toys, mother–child dyads (31 daughters; 30 sons; M = 5.2 years) were randomly assigned to play with a mechanical toy packaged for girls (GoldieBlox) or boys (BobbyBlox). When familiarizing themselves with the toy to prepare for play, mothers given BobbyBlox built more with toy pieces than did mothers given GoldieBlox. During dyadic play, mothers with sons built more; mothers with daughters read the toy's narrative instructions more. Children's independent play likewise varied with game packaging. Girls learned the mechanical belt-drive principle better from playing with BobbyBlox; boys learned the principle better from playing with GoldieBlox. Implications for gender-schema theories, STEM interventions, and toy marketing are discussed.

Original languageEnglish (US)
Pages (from-to)43-62
Number of pages20
JournalChild development
Volume91
Issue number1
DOIs
StatePublished - Jan 1 2020

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All Science Journal Classification (ASJC) codes

  • Pediatrics, Perinatology, and Child Health
  • Education
  • Developmental and Educational Psychology

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