Bragging About One's School Grades: Gender Stereotyping and Students' Perception of Their Abilities in Science, Mathematics, and Language

By Serge Guimond, Lydie Roussel. 2001

154 citations recorded by the source corpus.

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

View Paper: https://www.semanticscholar.org/paper/693f2a1ecf9636a0515ed947a30cb25e8766c497

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In Experimental and Cognitive Psychology

In Gender Studies

In Sociology and Political Science

Citations in the corpus

Gender Biases in Early Number Exposure to Preschool-Aged Children (2011, background): “…expect to succeed, it is not surprising that girls (who do not expect to succeed in math because of their low perceived competence) show declining interest in math across their school careers (Fredricks & Eccles, 2002; Guimond & Roussel, 2001; Wigfield, Eccles, Mac Iver, Reuman, & Midgley, 1991).”
Awareness of a gender stereotype, personal beliefs and self-perceptions regarding math ability: when boys do not surpass girls (2007, background): “When gender stereotypes were made salient, high-school students working toward a literature baccalaureate rated themselves as having weaker abilities in science and reported lower grades in math than when gender stereotypes were not salient ( Guimond and Roussel 2001 ).”
Student gender stereotypes: contrasting the perceived maleness and femaleness of mathematics and language (2009, methodology): “In accordance with previous studies measuring gender stereotypes as the difference between male and female domain items (Guimond & Roussel, 2001; Martinot & Désert, 2007; Rowley et al., 2007), we expected mathematics to be viewed as a domain equally suited to boys and girls or as a more feminine…”
A motivational model of persistence in science education: A self-determination theory approach (2007, background): “Furthermore, it appears that this distinction between boys and girls’ perceptions of competence is magnified when gender stereotypes are made salient (Désert, Croizet, & Leyens, 2002; Guimond & Roussel, 2001, 2002; Guimond, Chatard, Martinot, Crisp, & Redersdorff, 2006).”
“How good are you in math?” The effect of gender stereotypes on students’ recollection of their school marks (2007, methodology): “In study 2, the contextual salience of gender stereotypes was manipulated exactly as in previous studies in which stereotype-consistent biases in recall were observed (Guimond & Roussel, 2001, 2002).”
Women in Science, Technology, Engineering, and Mathematics (STEM): An Investigation of Their Implicit Gender Stereotypes and Stereotypes’ Connectedness to Math Performance (2012, background): “Research conducted in France suggests that these gender stereotypes are known and that they can subtly influence performance (Guimond and Roussel 2001; Huguet and Régner 2007; Martinot et al. 2012).”