Is School Feminine? Implicit Gender Stereotyping of School as a Predictor of Academic Achievement

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How gender differences in academic engagement relate to students’ gender identity (2014, background): “Heyder and Kessels (2013) developed a test for assessing the implicit gender stereotyping of school, demonstrating that, overall, students associate school more strongly with ‘female’ than with ‘male’.”
The impact of students' gender-role orientation on competence development in mathematics and reading in secondary school (2018, background): “…should be less influenced by the expected traditional gender roles and be more inclined to not only put effort into the stereotypical domain but also to engage in the domain that is not associated with their own gender group (Heyder & Kessels, 2013; Kessels, Heyder, Latsch, & Hannover, 2014).”
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.”