The Costs of Accepting Gender Differences: The Role of Stereotype Endorsement in Women's Experience in the Math Domain

By T. Schmader, Michael Johns, Marchelle Barquissau. 2004

483 citations recorded by the source corpus.

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

View Paper: https://www.semanticscholar.org/paper/3806f44c476a8678f324cc1ac830676c2e8de280

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In Experimental and Cognitive Psychology

In Gender Studies

In Sociology and Political Science

Citations in the corpus

Discounting the Difficult: How High Math-Identified Women Respond to Stereotype Threat (2006, background): “The results of this study reveal that high mathidentified women respond to stereotype threat by discounting, but what are the consequences of this response? Consistent with the broader literature on ego-protective responses to stereotype threat (e.g., Major et al., 1998; Pronin et al., 2004; Schmad”
Gender Stereotypes about Mathematics and Science and Self-Perceptions of Ability in Late Childhood and Early Adolescence (2008, background): “This process is probably gradual and continuous throughout adolescence and young adulthood: Even among mathematically talented women in college, gender stereotypes about mathematics are related to women’s rejection of mathematically related careers and graduate studies (Nosek, Banaji, & Greenwald, 2”
Awareness of a gender stereotype, personal beliefs and self-perceptions regarding math ability: when boys do not surpass girls (2007, background): “Moreover, negative personal beliefs regarding women’s math ability affect women’s selfperceptions (Blanton et al. 2002; Schmader et al. 2004 ).”
Counter-stereotypic beliefs in math do not protect school girls from stereotype threat (2009, methodology): “Because of this developmental sequence, stereotypes may prevail over newly acquired personal beliefs (Devine, 1989), and so counter-stereotypic beliefs in math may not protect school girls from ST.”
Hostile and Benevolent Sexism and College Women’s STEM Outcomes (2017, background): “Six items from Schmader, Johns, and Barquissau (2004) that measured people’s math selfefficacy were modified to assess STEM self-efficacy.”
The impact of students' gender-role orientation on competence development in mathematics and reading in secondary school (2018, result): “Beyond this finding, Schmader et al. (2004) showed through a questionnaire study that female undergraduate college students who believed that status differences between genders were legitimate also endorsed the stereotypical belief about women's lower mathematical abilities and had a lower…”
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): “Women who endorse math-gender stereotypes have more negative math ability self-concepts and are less interested in math careers ( Schmader et al. 2004 ).”
Student gender stereotypes: contrasting the perceived maleness and femaleness of mathematics and language (2009, result): “Likewise, other studies have found that a majority of American female university students did not share the belief that boys are favoured in mathematics (Blanton et al., 2002; Schmader et al., 2004).”