Can salience of gender identity impair math performance among 7–8 years old girls? The moderating role of task difficulty

By E. Neuville, J. Croizet. 2007

105 citations recorded by the source corpus.

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

View Paper: https://www.semanticscholar.org/paper/cb3d67b5bd4e37fc897d7c4de2d1935cfde81212

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. Tamar SzaboGendler
2. T. Gendler

In Gender Studies

1. Tamar SzaboGendler
2. T. Gendler

In Sociology and Political Science

1. Tamar SzaboGendler
2. T. Gendler

Citations in the corpus

• On the epistemic costs of implicit bias (2011, background): “Neuville and Croizet (2007) found, for example, that activating gender identity increased girls’ performance on easy math problems, but that this advantage was outweighed by a large decrease in their performance on more difficult problems.”
• The Role of Stereotype Threats in Undermining Girls’ and Women’s Performance and Interest in STEM Fields (2012, unknown): “Neuville and Croizet (2007) found a similar pattern of results among French third graders taking a math test in their classroom.”
• On the epistemic costs of implicit bias (2011, background): “Neuville and Croizet (2007) found, for example, that activating gender identity increased girls’ performance on easy math problems, but that this advantage was outweighed by a large decrease in their performance on more difficult problems.”