The effect of digital storytelling on middle school students’ interests in STEM fields and stereotyping

This study addresses the low participation rates in STEM careers due to career and intellectual stereotypes by examining the potential of digital storytelling to challenge gender stereotypes and influence middle school students’ interest in STEM. Employing a quasi-experimental design, pre and post-tests, consisting of two questionnaires, were administered to measure shifts in students interest and intellectual stereotypes perceptions. The experimental group, exposed to the digital storytelling intervention, exhibited a positive shift in attitudes and interests in diverse STEM domains. In the examination of intellectual stereotypes, the experimental group displayed distinctive changes, challenging stereotypes associated with innate intelligence, girls’ reading and writing abilities, leadership roles, creative thinking, and problem-solving skills. These findings underscore the need for a refined approach in narrative construction to avoid unintended consequences. Digital storytelling emerges as a promising tool for positively influencing STEM interest and perceptions of intellectual stereotypes among middle school students.