French Children’s Awareness of Gender Stereotypes About Mathematics and Reading: When Girls Improve Their Reputation in Math

By D. Martinot, C. Bagès, Michel Désert. 2012

73 citations recorded by the source corpus.

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

View Paper: https://www.semanticscholar.org/paper/b55fbe8e01076aacfe0177ed6ad64281136acdad

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. Ursula Kessels
2. Anke Heyder
3. B. Hannover
4. Martin Latsch
5. A. Smeding
6. Ruurd Taconis

In Gender Studies

1. Ursula Kessels
2. Anke Heyder
3. B. Hannover
4. Martin Latsch
5. A. Smeding
6. Ruurd Taconis

In Sociology and Political Science

1. Ursula Kessels
2. Anke Heyder
3. A. Smeding
4. Ruurd Taconis

Citations in the corpus

• How gender differences in academic engagement relate to students’ gender identity (2014, background): “…gender rather than the other (using explicit measures such as self-report questionnaires), most of them endorse clear-cut math–male stereotypes (e.g. Martinot, Bagès, and Désert 2012), and ascribe more talent, ability and interest in mathematics to boys than to girls (e.g. Chatard, Guimond, and…”
• 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).”