On the leaky math pipeline: Comparing implicit math-gender stereotypes and math withdrawal in female and male children and adolescents.

By M. Steffens, Petra Jelenec, P. Noack. 2010

305 citations recorded by the source corpus.

Subfields: Education, Experimental and Cognitive Psychology, Safety Research

View Paper: https://www.semanticscholar.org/paper/ff705bf27c40e40b21f8c3178619ea0b628a88ad

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In Experimental and Cognitive Psychology

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Citations in the corpus

Gender Stereotypes. (2018, background): “This assumption becomes stronger in adolescence and better predicts academic achievement and enrollment preferences than girls’ explicit views about gender and math (Steffens et al. 2010).”
How gender differences in academic engagement relate to students’ gender identity (2014, background): “…the worse they perform and the worse their explicit attitudes are towards the respective subject (e.g. Kessels, Rau, and Hannover, 2006; Kiefer and Sekaquaptewa 2007; Lane, Goh, and Driver-Linn 2012; Nosek, Banaji, and Greenwald 2002; Steffens and Jelenec 2011; Steffens, Jelenec, and Noack 2010).”
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): “Taken together, stronger implicit math-gender stereotypes in girls than boys were found in a previous study with German adolescents as participants (Steffens et al., 2010), but not with American college students (Nosek et al.”
Math achievement, stereotypes, and math self-concepts among elementary-school students in Singapore (2015, methodology): “Potentially, however, the children's self-reports of their latest class test and grades inmath (Steffens et al., 2010) are susceptible to inaccuracies in memory, and the social relationship between teacher and student and other factors are known to influence students' grades (Marsh, Trautwein, Lüdtk”
Women's Representation in Science Predicts National Gender-Science Stereotypes: Evidence from 66 Nations. (2015, background): “, 2010), disidentification with and negative attitudes toward science (Good, Rattan, & Dweck, 2012; Nosek & Smyth, 2011; Steffens et al., 2010), and gender discrimination (Rueben, Sapienza, & Zingales, in press).”
Women in Science, Technology, Engineering, and Mathematics (STEM): An Investigation of Their Implicit Gender Stereotypes and Stereotypes’ Connectedness to Math Performance (2012, background): “Finally, research conducted by Steffens et al. (2010) among German children and adolescents demonstrated that implicit gender-math stereotypes systematically predicted math-related outcomes among girls, but less consistently among boys.”
Implicit Gender Stereotypes and Essentialist Beliefs Predict Preservice Teachers’ Tracking Recommendations (2016, methodology): “As suggested by Steffens et al. (2010), we first formed an index that is at its maximum when boys are seen as talented for math and not for German and girls are seen as talented for German and not for math using the four items regarding boys’ and girls’ talent in math and German.”
Bridging the Gap by Enhancing the Fit: How Stereotypes about STEM Clash with Stereotypes about Girls (2015, background): “These stereotypes can explain why females opt out of STEM subjects, as such stereotypes predict attitudes toward STEM, competence beliefs, and finally, career preferences (e.g. Nosek & Smyth, 2011; Steffens et al., 2010).”