“How good are you in math?” The effect of gender stereotypes on students’ recollection of their school marks

By A. Chatard, Serge Guimond, L. Selimbegović. 2007

113 citations recorded by the source corpus.

Subfields: Experimental and Cognitive Psychology, Gender Studies, Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/078a6758a1f9f4616265d38d1cb2c46cdfcb89f0

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In Experimental and Cognitive Psychology

In Gender Studies

In Sociology and Political Science

Citations in the corpus

How gender differences in academic engagement relate to students’ gender identity (2014, background): “…measures such as self-report questionnaires), most of them endorse clear-cut math–male stereotypes (e.g. Martinot, Bagès, and Désert 2012), and ascribe more talent, ability and interest in mathematics to boys than to girls (e.g. Chatard, Guimond, and Selimbegovic 2007; Steffens and Jelenec 2011).”
Gender Stereotypes. (2018, background): “Likewise, men who endorsed gender stereotypes recalled their math grades to be higher than they actually had been (Chatard et al. 2007).”
From social class to self-efficacy: internalization of low social status pupils’ school performance (2015, background): “Self-reported anticipated grades might not reflect actual grades, particularly for students from a stereotyped group (Chatard et al. 2007; Kuncel et al. 2005).”
Separating Implicit Gender Stereotypes regarding Math and Language: Implicit Ability Stereotypes are Self-serving for Boys and Men, but not for Girls and Women (2011, background): “First, our findings are cross-sectional; second, reported school grades may be somewhat distorted in a gender-stereotypic direction (e.g., Chatard et al. 2007 ).”
Awareness of a gender stereotype, personal beliefs and self-perceptions regarding math ability: when boys do not surpass girls (2007, background): “Because gender-specific ability stereotypes have an impact on students’ self-concept—which in turn influences their academic career choices, their recall of school grades ( Chatard et al. 2006; Guimond and Roussel 2001), and their academic performance (e.g., Spencer et al. 1999)—knowing the content”
Students' intentions to study non-compulsory mathematics: the importance of how good you think you are (2015, background): “…when students (both boys and girls) believed a gender stereotype to be associated with subject attainment (i.e. stereotypes such as girls performing lower in mathematics or boys performing lower in the arts) they tended accordingly to under-report their own attainment (Chatard et al., 2007).”