Parents' gender stereotypes and teachers' beliefs as predictors of children's concept of their mathematical ability in elementary school.

By Joachim Tiedemann. 2000

540 citations recorded by the source corpus.

Subfields: Education, Experimental and Cognitive Psychology, Gender Studies

View Paper: https://www.semanticscholar.org/paper/cf07c9260056072b4e9bde754ce7b7852763aa4f

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Education

In Experimental and Cognitive Psychology

In Gender Studies

Citations in the corpus

Gender Differences in the Educational Expectations of Urban, Low-Income African American Youth: The Role of Parents and the School (2007, background): “As Tiedemann (2000) showed, parental endorsement of aca-”
Contextual Factors Related to Math Anxiety in Second-Grade Children (2014, background): “Tiedemann (2000) found that parents who held strong gender stereotypes about math believed their sons had higher math ability than their daughters; these stereotypes and ability beliefs also predicted the child’s level of math self-concept.”
The Costs of Accepting Gender Differences: The Role of Stereotype Endorsement in Women's Experience in the Math Domain (2004, background): “Jacobs and Weisz (1994) and Tiedemann (2000) have also documented similar findings.”
New Perspectives on the Gender Stereotyping of Mathematics (2004, background): “This has been found among primary (e.g., Andre et al., 1999; Forgasz, 1992; Tiedemann, 2000), junior secondary (Forgasz, 1995) and upper secondary students (e.g., Jacobs, 1991).”
Girls get smart, boys get smug: Historical changes in gender differences in math, literacy, and academic social comparison and achievement (2017, background): “The stereotypical idea that boys are better at math and girls are better at literacy is ingrained in children at an extremely young age (Lummis, Max & Stevenson, 1990; Tiedemann, 2000).”
Predictors of Young Adolescents’ Math Grades and Course Enrollment Intentions: Gender Similarities and Differences (2005, background): “Differential socialization by parents, peers, school, and the media has been identified as a factor that contributes to gender differences in math achievement (Eccles, 1994; Farmer, Wardrop, & Rotella, 1999; O’Brien & Fassinger, 1993; Tiedemann, 2000 ).”
Social status as a predictor of race and gender stereotypes in late childhood and early adolescence (2007, background): “Firstly, parents and teachers see boys as more competent in maths and science than girls, often attributing boys’ maths success to ability and girls’ maths success to effort (Bleeker & Jacobs, 2004; Parsons, Adler & Kaczala, 1982; Tiedemann, 2000).”
Do Parents’ Academic Gender Stereotypes Influence Whether They Intrude on their Children’s Homework? (2005, background): “For example, when parents endorse the gender stereotype that math and science are male domains, they are more likely to underestimate their daughters’ abilities in these domains and to overestimate their sons’ abilities (Eccles & Jacobs, 1986; Tiedemann, 2000 ).”
Pretend Play, Divergent Thinking, and Math Achievement in Girls: A Longitudinal Study (2015, background): “In addition, girls tend to believe that their math abilities are lower than boys do, despite equal grades (Lloyd, Walsh, & Yaliagh, 2005; Tiedemann, 2000).”
The Reciprocal Relationship Between Parental Involvement and Mathematics Achievement: Autoregressive Cross-Lagged Modeling (2010, background): “Our finding of the directional relationship between parent math value and students’ achievement expanded the findings of previous research on the association between these two factors (Fan, 2001; Hong & Ho, 2005; Jacobs, 1991; Parsons, Adler, & Kaczala, 1982; Philips, 1987, Tiedemann, 2000).”
The digital divide: the special case of gender (2006, background): “In a study by Tiedermann (2000), several hundred elementary school students and their parents were surveyed about their children’s performance in mathematics.”
An Experimental Study of the Effects of Stereotype Threat and Stereotype Lift on Men and Women's Performance in Mathematics (2012, background): “Girls demonstrate less self-confidence in their mathematical ability than do boys quite early (Tiedemann, 2000 ).”
Do gender stereotypes reduce girls' or boys' human capital outcomes? Evidence from a natural experiment (2008, background): “Bernard (1979), Dusek and Joseph (1983), Madon et al. (1998), and Tiedemann (2000) are only a few of the many scholars who have claimed that teachers occasionally rely on stereotypes in forming perceptions about their students.1 Examples of such stereotypical perceptions are that boys excel in math…”
Gender Gap in Science, Technology, Engineering, and Mathematics (STEM): Current Knowledge, Implications for Practice, Policy, and Future Directions (2016, unknown): “…Jacobs 2004; Lubienski et al. 2013; Tiedemann 2000b), encourage boys more often in math and science pursuits (Tenenbaum 2009), and attribute boys’ successes in math more to ability and failures in math more to lack of effort, while the opposite is believed to be true for girls (Tiedemann 2000a).”