Children's Gender Stereotypes About Math: The Role of Stereotype Stratification1

By J. Steele. 2003

136 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Social Psychology, Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/d83abef2ab004633b24347676abcedf5a8d0b0c1

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In Developmental and Educational Psychology

In Social Psychology

In Sociology and Political Science

Citations in the corpus

Separating Implicit Gender Stereotypes regarding Math and Language: Implicit Ability Stereotypes are Self-serving for Boys and Men, but not for Girls and Women (2011, background): “: assuming these persons are male) (Steele, 2003).”
New Routes to Recruiting and Retaining Women in STEM: Policy Implications of a Communal Goal Congruity Perspective (2015, methodology): “Children endorse stereotypes of science, especially physical science, as a male-dominated field (Andre, Whigham, Hendrickson, & Chambers, 1999; Liben & Bigler, 2002), and they perceive men as liking science more and being better at science than are women (J. Steele, 2003).”
Can salience of gender identity impair math performance among 7–8 years old girls? The moderating role of task difficulty (2007, background): “Indeed, using indirect measures of gender stereotypes, Steele (2003) shows that elementary girls associate more often math-related pictures with males than with females.”
Programming experience promotes higher STEM motivation among first-grade girls. (2017, background): “Changing stereotypes is difficult (Rothbart, 2001), even among children (Bigler, 1999; Steele, 2003).”
On the leaky math pipeline: Comparing implicit math-gender stereotypes and math withdrawal in female and male children and adolescents. (2010, background): “For example, boys attending grade 1-8 did not report any math-gender stereotypes (Ambady et al., 2001; Steele, 2003).”
Counter-stereotypic beliefs in math do not protect school girls from stereotype threat (2009, background): “…in turn, may lead to the problematic conclusion that there is no reason to worry about ST. Inaction is even more likely if girls themselves overtly deny the negative gender stereotype (for preliminary evidence of explicit deny, see Ambady et al., 2001; Muzzatti & Agnoli, 2007; Steele, 2003).”
Female teachers’ math anxiety affects girls’ math achievement (2010, background): “Moreover, children at this age are aware of commonly held beliefs about gender and ability (12, 14) and are most likely to embrace behaviors and attitudes that they think are gender-appropriate (9).”
Women in Science, Technology, Engineering, and Mathematics (STEM): An Investigation of Their Implicit Gender Stereotypes and Stereotypes’ Connectedness to Math Performance (2012, background): “Such biases may be present in our samples given that research in France and in North America has shown that, at an explicit level, young students often reject the view that women have less math ability than men (Huguet and Régner 2009; J. Steele 2003).”
Encouraging girls in math and science (2007, unknown): “53 Steele (2003).”
When What You See Is What You Get (2011, background): “Moreover, gender differences first emerge during early adolescence (Steele, 2003), which corresponds with girls’ first experiences of sexually objectifying behaviors (American Psychological Association [APA], 2007; Lindberg, Grabe, & Hyde, 2007; Slater & Tiggemann, 2002).”
“Math is Hard!” The effect of gender priming on women’s attitudes (2006, background): “Ingroup members are more cognizant of the diVerentiation that exists within their group, which may dilute the eVects of a global self-relevant category prime on a more controllable measure, such as the expression of an attitude (Brewer & Lui, 1984; Richards & Hewstone, 2001; Steele, 2003).”
Approaching math increases math=me and math=pleasant. (2008, background): “He further argued that it is this disidentification with math that subsequently impedes many women’s motivation, which leads to their underperformance and, ultimately, to their underrepresentation in math related fields (Davies, Spencer, Quinn, & Gerhardstein, 2002; Spencer, Steele, & Quinn, 1999; ”
My Fair Physicist? Feminine Math and Science Role Models Demotivate Young Girls (2012, background): “children asked to draw scientists (Chambers, 1983) or mathematicians (Steele, 2003) tend to draw men.”
Women and minorities in science, technology, engineering and mathematics : upping the numbers (2007, methodology): “The term stereotype stratification is used to refer to the process of ‘cognitively viewing oneself as a member of a subgroup to which the stereotype does not apply’ (J. Steele, 2003, p. 2590).”
The Effect of Teacher Gender on Student Achievement in Primary School: Evidence from a Randomized Experiment (2012, background): “[1993], Steele [2003]).”
Motivational Pathways to STEM Career Choices: Using Expectancy-Value Perspective to Understand Individual and Gender Differences in STEM Fields. (2013, background): “shown that children are aware of math-related gender stereotypes (Steele, 2003) and that exposure to female role models in math can improve performance on math tests and invalidate these stereo-”
Awareness of a gender stereotype, personal beliefs and self-perceptions regarding math ability: when boys do not surpass girls (2007, background): “Steele (2003) showed that in a group of American elementary-school children, the girls believed that girls and boys do equally well in mathematics, but that as adults, men perform better in math than women.”