Fitting into the stereotype: How gender-stereotyped perceptions of prototypic peers relate to liking for school subjects

By Ursula Kessels. 2005

195 citations recorded by the source corpus.

Subfields: Experimental and Cognitive Psychology, Gender Studies, Social Psychology

View Paper: https://www.semanticscholar.org/paper/19c607027728008fe184b48d6ee7a265d696ca21

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In Experimental and Cognitive Psychology

In Gender Studies

In Social Psychology

Citations in the corpus

Adolescents’ Development of Individual Interests: A Product of Multiple Goal Regulation? (2010, background): “The phenomenon of self-to-prototype matching has been studied especially with regard to school subjects (Hannover & Kessels, 2004; Kessels, 2005).”
Gender Bias in STEM Fields (2016, background): “…the high school level, some evidence suggests that male peers are the most common source of gender bias (Leaper & Brown, 2008), but there is also evidence of bias originating from female peers, teachers, and other adults (Breakwell, Vignoles, & Robertson, 2003; Kessels, 2005; Leaper & Brown, 2008).”
The development of academic procrastination in first-year secondary education students: The link with metacognitive self-regulation, self-efficacy, and effort regulation (2018, background): “Moreover, task preferences, such as the preference for a certain school subject, might be influenced by students' gender (Kessels, 2005).”
Helping and Hindering Undergraduate Women’s STEM Motivation: Experiences With STEM Encouragement, STEM-Related Gender Bias, and Sexual Harassment (2018, background): “Studies conducted in Germany, Canada, and Israel similarly found that negative peer reactions to adolescent girls in science were related to lowered motivation (Boehnke, 2008; Kessels, 2005).”
Interest and Identity Development in Instruction: An Inductive Model (2009, background): “The prototype of physics is that it is masculine and more difficult than other subjects; success in physics is also considered to be unrelated to the amount of work invested in learning it (Hannover & Kessels, 2004; Kessels, 2005; Kessels, Rau, & Hannover, 2006).”
Ingroup Experts and Peers as Social Vaccines Who Inoculate the Self-Concept: The Stereotype Inoculation Model (2011, background): “Carter, 1987; Eaton, Mitchell, & Jolley, 1991 ; Kessels, 2005 ).”
How gender differences in academic engagement relate to students’ gender identity (2014, background): “Kessels (2005) found that the more similarly girls described themselves to the ‘typical student liking physics best’ (using scales measuring femininity and masculinity), the more they reported liking physics themselves.”
How Choosing Science depends on Students' Individual Fit to ‘Science Culture’ (2009, methodology): “In a second step, the present study set out to test not only whether the self-toprototype theory is a useful tool for predicting the liking of different school subjects (Hannover & Kessels, 2004; Kessels, 2005) and the wish to pursue a career in different fields (Kessels & Hannover, 2002), but also ”
Why don't young people want to become engineers? Rational reasons for disappointing decisions (2010, background): “Kessels 2005 , Taconis 2008 , Grasle 2009 , Sjoberg 2010 ).”
Relations Among Gender Typicality, Peer Relations, and Mental Health During Early Adolescence (2014, background): “In addition, Kessels (2005) found that boys rated gender atypical hypothetical peers (e.g., girls who excelled in physics) as less popular than gender typical peers.”
The Grass Is Greener in Non-Science, Technology, Engineering, and Math Classes (2014, unknown): “…Steele, & Gross, 2007; Smith et al., 2013; Thoman, Smith, Brown, Chase, & Lee, 2013) or perceived incompatibility between a feminine social identity role and the masculine domain stereotype (Brown & Diekman, 2010; Cheryan & Plaut, 2010; Diekman, Brown, Johnston, & Clark, 2010; Kessels, 2005).”
Selected Nonmusic Predictors of Urban Students’ Decisions to Enroll and Persist in Middle School Band Programs (2010, background): “Indeed, some research has found that males hold gender-stereotyped perceptions regarding music classes, where participation in music is viewed negatively because it is regarded as feminine (Kessels, 2005).”
Mathematics Interest and Achievement: What Role Do Perceived Parent and Teacher Support Play? A Longitudinal Analysis (2013, unknown): “Peers are important communicators of sex-role norms and particularly among girls counter-stereotypical achievement profiles lead to feelings of social exclusion and unpopularity (Kessels, 2005).”
Connecting High School Physics Experiences, Outcome Expectations, Physics Identity, and Physics Career Choice: A Gender Study. (2010, unknown): “Unfortunately, parents and peers have frequently been found to hold gender stereotypes favoring males when considering males ’ and females ’ abilities in science and mathematics (Andre, Whigham, Hendrickson, & Chambers, 1999; Bleeker & Jacobs, 2004; Farenga & Joyce, 1999; Kessels, 2005).”
Gender-nonconforming lesbian, gay, bisexual, and transgender youth: school victimization and young adult psychosocial adjustment. (2010, background): “Kessels, U. (2005). Fitting into the stereotype: How gender-stereotyped perceptions of prototypic peers relate to liking for school subjects.”
Gendered study choice: a literature review. A review of theory and research into the unequal representation of male and female students in mathematics, science, and technology (2013, background): “Research has also shown that boys and girls use peers to evaluate their own achievement and occupational aspirations and that peers reinforce gender stereotypical behaviour and punish non-conformity (Hannover & Kessels, 2004; Kessels, 2005; Young et al., 1999).”