Abstract
Abstract
Persistent disparities in representation in the fields of Science, Technology, Engineering and Math (STEM) may be addressed through fostering inclusion in STEM amongst children. However, little is known about what factors are associated with more inclusive decisions in the STEM context. The current study focused on two possibilities: Science Capital, which is the accumulation of science‐related experiences, attitudes, knowledge and resources, and ability expectations, which refer to how well one expects their peers to do in a science task. This study included 151 children (aged 7–13 years) recruited from Children Helping Science online, approximately evenly divided by gender and predominantly White. They completed a peer science inclusion task, as well as measures of Science Capital and ability expectations. Mediation analyses revealed that science capital is related to ability beliefs and that ability beliefs relate to science inclusion. Moreover, ability beliefs mediate the relationship between science capital and the inclusion of girls and peers with disabilities in science activities. These findings have implications for the importance of fostering children's science capital as a means to promote inclusive thinking about who can and should engage in science.