Math–gender stereotypes and math-related beliefs in childhood and early adolescence

By M. Passolunghi, T. I. R. Ferreira, Carlo Tomasetto. 2014

146 citations recorded by the source corpus.

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

View Paper: https://www.semanticscholar.org/paper/554d792eb7eeaab66684d8b7d40ac676935bbacb

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. Allison Master
2. Sapna Cheryan
3. Andrew N. Meltzoff
4. Christine R. Starr

In Gender Studies

1. Allison Master
2. Sapna Cheryan
3. Andrew N. Meltzoff
4. Christine R. Starr

In Sociology and Political Science

1. Allison Master
2. Sapna Cheryan
3. Andrew N. Meltzoff
4. Christine R. Starr

Citations in the corpus

• “I’m Not a Science Nerd!” (2018, background): “And because implicit and explicit stereotypes may distinctly contribute to motivation (e.g., Nosek & Smyth, 2007; Passolunghi et al., 2014), it is important to investigate both kinds of gender-STEM associations.”
• Programming experience promotes higher STEM motivation among first-grade girls. (2017, background): “However, other research using different methods suggests that European girls do not explicitly endorse this stereotype until adolescence (Martinot & Désert, 2007; Passolunghi et al., 2014).”
• Gender Stereotypes Influence Children’s STEM Motivation (2021, background): “Some young adolescents’ STEM stereotypes match traditional adult stereotypes (Cvencek, Nasir et al., 2015), although they may hold counterstereotypical beliefs favoring girls for math (Kurtz-Costes et al., 2014; Martinot & Désert, 2007; Passolunghi et al., 2014; Rowley et al., 2007).”