Counter-stereotypic beliefs in math do not protect school girls from stereotype threat

By Pascal Huguet, Isabelle Régner. 2009

135 citations recorded by the source corpus.

Subfields: Experimental and Cognitive Psychology, Management, Monitoring, Policy and Law, Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/1bdede82b4967ed25d86a9fd90e83945440815ce

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Experimental and Cognitive Psychology

1. S. Ceci
2. Laura R. Ramsey
3. Diana E. Betz
4. Wendy M. Williams
5. Denise Sekaquaptewa
6. A. Smeding
7. Allison Master
8. C. Brown

In Management, Monitoring, Policy and Law

1. A. Smeding
2. Allison Master
3. S. Ceci

In Sociology and Political Science

1. Laura R. Ramsey
2. Diana E. Betz
3. Wendy M. Williams
4. Denise Sekaquaptewa
5. A. Smeding
6. Allison Master
7. C. Brown
8. D. Ginther

Citations in the corpus

• Women in Academic Science: Experimental Findings From Hiring Studies (2018, background): “Huguet and Regner (2009) presentedan abstract drawing to middle school students for 90 s and gave them 5 min to reproduce it from memory.”
• Women in Science, Technology, Engineering, and Mathematics (STEM): An Investigation of Their Implicit Gender Stereotypes and Stereotypes’ Connectedness to Math Performance (2012, background): “Such biases may be present in our samples given that research in France and in North America has shown that, at an explicit level, young students often reject the view that women have less math ability than men (Huguet and Régner 2009; J. Steele 2003).”
• Gender Biases in Early Number Exposure to Preschool-Aged Children (2011, background): “The effect of gender stereotypes on math performance is apparent from a young age, with girls as young as 7 years old underperforming on math tasks when their gender identity, and thus gender stereotype, is made salient (Huguet & Regner, 2009; Neuville & Croizet, 2007).”
• Gender Stereotypes Influence Children’s STEM Motivation (2021, background): “In addition, while research cited here came from European (Heyder & Kessels, 2013; Huguet & Régner, 2009) and Asian (Cvencek, Kapur, & Meltzoff, 2015) countries as well as the United States, cross-cultural studies would provide more information about generalizability.”
• The effects of an academic environment intervention on science identification among women in STEM (2013, background): “or being judged on stereotypes that they personally rejected (Huguet and Régner 2009; Shapiro 2011).”
• The Role of Stereotype Threats in Undermining Girls’ and Women’s Performance and Interest in STEM Fields (2012, unknown): “Consistent with Gunderson and colleagues’ developmental approach, stereotype threat has also been explored from a developmental perspective, assessing the emergence of stereotype threat in younger girls (e.g., Huguet and Régner 2007, 2009).”
• Women in Academic Science (2014, background): “Interestingly, some spatial tasks show a male advantage when they are framed as geometry problems but a female advantage when they are framed as an art task (Huguet & Regner, 2009).”