Social status as a predictor of race and gender stereotypes in late childhood and early adolescence
By Stephanie J. Rowley, Beth Kurtz-Costes, Rashmita S. Mistry, Laura A Feagans. 2007
158 citations recorded by the source corpus.
Subfields: Gender Studies, Sociology and Political Science
View Paper: https://www.semanticscholar.org/paper/6e2535d027dbeded349b585369746303d669c0d3
How researchers see this paper
The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.
In Gender Studies
- Allison Master
- Beth Kurtz-Costes
- M. Théorêt
- Isabelle Plante
- O. Favreau
- Stephanie J. Rowley
- Taniesha A. Woods
In Sociology and Political Science
Citations in the corpus
- Student gender stereotypes: contrasting the perceived maleness and femaleness of mathematics and language (2009, methodology): “In the Martinot and Désert (2007) and Rowley et al. (2007) studies, younger students generally reported traditional stereotypes favouring boys in mathematics, whereas older ones held neutral stereotypes or even stereotypes favouring girls.”
- Gender Stereotypes about Mathematics and Science and Self-Perceptions of Ability in Late Childhood and Early Adolescence (2008, background): “The process by which social stereotypes lead to differences in competence perceptions, which in turn lead to decreased value and interest in mathematics among girls, is similar to the process that leads to academic disengagement for many African American youths (Rowley et al., 2007).”
- Racial and Ethnic Stereotypes and Bullying Victimization (2013, background): “There are gender stereotypes also linked to sports and achievement, particularly for those students pursuing science, technology, engineering, and mathematics (STEM) education, which can influence how their peers perceive and interact with boys and girls (Rowley et al., 2007; Schmader, Johns, & Forb”
- 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).”