Separating Implicit Gender Stereotypes regarding Math and Language: Implicit Ability Stereotypes are Self-serving for Boys and Men, but not for Girls and Women

By M. Steffens, Petra Jelenec. 2011

193 citations recorded by the source corpus.

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

View Paper: https://www.semanticscholar.org/paper/40973ad53ee7b0019c8b8f891466ae543c49f961

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Citations in the corpus

The impact of students' gender-role orientation on competence development in mathematics and reading in secondary school (2018, background): “Steffens and Jelenec (2011) revealed that girls had a lower self-concept and lower competences in mathematics when they also showed strong stereotypes with respect to mathematics being a male domain in implicit association tests.”
How gender differences in academic engagement relate to students’ gender identity (2014, background): “…the worse they perform and the worse their explicit attitudes are towards the respective subject (e.g. Kessels, Rau, and Hannover, 2006; Kiefer and Sekaquaptewa 2007; Lane, Goh, and Driver-Linn 2012; Nosek, Banaji, and Greenwald 2002; Steffens and Jelenec 2011; Steffens, Jelenec, and Noack 2010).”
Women in Science, Technology, Engineering, and Mathematics (STEM): An Investigation of Their Implicit Gender Stereotypes and Stereotypes’ Connectedness to Math Performance (2012, background): “research (Nosek et al. 2002; Steffens and Jelenec 2011; Stout et al. 2011; White and White 2006), because explicit measures are susceptible to motivational biases and introspective limitations (Greenwald and Banaji 1995; Hofmann et al.”
Gender-Role Differences in Spatial Ability: A Meta-Analytic Review (2013, background): “Highly gender typed individuals are motivated to keep their behavior and self-concept consistent with traditional gender norms (Bem1975; Bem and Lenney 1976; Maccoby 1990; Martin and Ruble 2004), and this also applies to academic domains (Nosek et al. 2002; Oswald 2008; Steffens and Jelenec 2011).”
Implicit Gender Stereotypes and Essentialist Beliefs Predict Preservice Teachers’ Tracking Recommendations (2016, methodology): “Candidate stimuli for the mathematics and language domains were drawn from Nosek, Banaji, and Greenwald (2002) and Steffens and Jelenec (2011).”
Gender Differences in Spatial Ability: Implications for STEM Education and Approaches to Reducing the Gender Gap for Parents and Educators (2017, background): “Highly sex-typed individuals are motivated to keep their behaviour and self-concept consistent with traditionally gender norms, including the expression of intellectual abilities (Bem, 1981; Steffens & Jelenec, 2011).”
On the leaky math pipeline: Comparing implicit math-gender stereotypes and math withdrawal in female and male children and adolescents. (2010, result): “This explanation was corroborated in recent studies disentangling implicit stereotypes regarding math and language with a variant of the IAT (Nosek & Banaji, 2001) that allows separately assessing math gender stereotypes and language gender stereotypes: Boys associated both math and language with th”
“I’m Not a Science Nerd!” (2018, background): “Researchers also have found that gender stereotypes correlate with achievement (Steffens & Jelenec, 2011; Steffens, Jelenec, & Noack, 2010), including national gender differences in eighth-grade math and science achievement (Nosek et al., 2009) and gender gaps in STEM disciplines (Smyth & Nosek,…”
Bridging the Gap by Enhancing the Fit: How Stereotypes about STEM Clash with Stereotypes about Girls (2015, background): “STEM is seen as more appropriate for male than for female students, and students ascribe more talent, ability, and interest in mathematics to boys than to girls (e.g. Martinot, Bagès & Désert 2012; Steffens & Jelenec 2011).”