Student gender stereotypes: contrasting the perceived maleness and femaleness of mathematics and language

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Gender stereotype endorsement and achievement-related outcomes: The role of competence beliefs and task values (2013, background): “Finally, because of the strength of students’ endorsement of stereotypes favoring girls in language arts (Plante et al., 2009; Rowley et al., 2007), the motivational processes linking such stereotypical conceptions to boys’ and girls’ language arts performance or career aspirations need to be invest”
Boys’ and girls’ educational choices in secondary education. The role of gender ideology (2016, background): “Boys and girls still view language as a typically feminine domain, whereas they no longer regard mathematics as a typically masculine domain (Kurtz-Costes et al. 2014; Plante, Théorêt, and Favreau 2009).”