Achievement in Math and Science: Do Mothers' Beliefs Matter 12 Years Later?

Bleeker, Martha; Jacobs, Janis E.

doi:10.1037/0022-0663.96.1.97

Cited by 308 publications

(277 citation statements)

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“…A focus on performance outcomes, although important, misses a critical issue. That is, even when performance is high, a person's motivation to choose or persist at a task may be affected by stereotypes in the situation (e.g., Bleeker & Jacobs, 2004;Seymour & Hewitt, 1997). Certainly, repeated negative performance outcomes may contribute to lower motivation to select or persist in math-and science-related tasks, but we believe that there are potential alternative pathways between knowledge of competence-related stereotypes and negative motivational outcomes (Schmader et al, 2004).…”

mentioning

confidence: 99%

The stereotyped task engagement process: The role of interest and achievement motivation.

Smith¹,

Sansone²,

White³

2007

Journal of Educational Psychology

137

126

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Competence-based stereotypes can negatively affect women's performance in math and science (referred to as stereotype threat), presumably leading to lower motivation. The authors examined the effects of stereotype threat on interest, a motivational path not necessarily mediated by performance. They predicted that working on a computer science task in the context of math-gender stereotypes would negatively affect undergraduate women's task interest, particularly for those higher in achievement motivation who were hypothesized to hold performance-avoidance goals in response to the threat. Compared with when the stereotype was nullified, while under stereotype threat an assigned performance-avoidance (vs. -approach) goal was associated with lower interest for women higher in achievement motivation (Study 1), and women higher (vs. lower) in achievement motivation were more likely to spontaneously adopt performance-avoidance goals (Study 2). The motivational influence of performance-avoidance goals under stereotype threat was primarily mediated by task absorption (Study 3). Implications for the stereotyped task engagement process (Smith, 2004) are discussed.Keywords: achievement motivation, achievement goals, motivation, stereotype threat, gender Women continue to be less likely to select and persist in science, mathematics, and related fields despite gains in preparation and increased requirements for both girls and boys prior to college. A number of hypotheses have been proposed as to why these gender differences occur, including both biological limitations and socialization pressures (e.g., Eccles, Adler, & Meece, 1984). The focus of our research is on the role competence-based stereotypes may play. Whether or not there are real intrinsic ability differences between men and women in math and science (e.g., Benbow & Stanley, 1980;Mullis et al., 1998;Spelke, 2005), stereotypes about these differences exist and are frequently made salient (e.g., comments by Summers, as cited in the Harvard Crimson, 2005). 1 The stereotype threat literature is centered on the finding that awareness of a competence-related stereotype can, in and of itself, lead to poorer task performance (e.g., Smith & White, 2002;Spencer, Steele, & Quinn, 1999;C. M. Steele & Aronson, 1995;Yopyk & Prentice, 2005; see also Wicherts, Dolan, & Hessen, 2005). Members of stereotyped groups feel threatened because their performance may confirm to themselves, other people, or both the negative performance expectations about the group. The resulting negative effects on performance can occur even when women report that they do not believe the stereotypes are true (cf. Schmader, Johns, & Barquissau, 2004).As illustrated on the left side of Figure 1, the stereotype-performance path suggests negative competence-based stereotypes associated with women in math and science lead directly to an impairment of their performance (e.g., Shih, Pittinsky, & Ambady, 1999;Smith & White, 2002;Spencer et al., 1999), which, in turn, negatively affect their likelihood of selecti...

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mentioning

confidence: 99%

The stereotyped task engagement process: The role of interest and achievement motivation.

Smith¹,

Sansone²,

White³

2007

Journal of Educational Psychology

137

126

View full text Add to dashboard Cite

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“…If girls do not perceive value in mathematics education they will put less effort, and as a consequence their performances will be expected to be low (Bleeker & Jacobs, 2004). Else-Quest, et al (2010) using the TIMSS 2003 data identified also noted that gender differences in mathematics achievement were significantly correlated with gender differences in self-confidence in mathematics.…”

Section: Mathematics Attitude Of Studentsmentioning

confidence: 99%

Sociocultural Factors Influencing Gender Differences in Mathematics Attitude and Achievement for Korean Students in TIMSS 2011

Yoo¹

2014

The Mathematical Education

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“…These differences appear not to be the result of ability (see Bleeker & Jacobs, 2004;Spelke, 2005), but a product of the environment in which these students first encounter and experience science. Also worth noting is that those interventions in secondary classrooms seeking to eliminate the gender differences are not successful (see Labudde et al, 2000).…”

Section: Gendermentioning

confidence: 99%

“…Specifically, the underrepresentation of females has evoked a collection of research literature looking at both the causes and possible solutions to this gap (Scantlebury & Baker, 2007). One perspective on this issue is that gender differences in the sciences are not accounted for by ability differences but are spawned by other factors related to the differential experiences of males and females in science (Bleeker & Jacobs, 2004;Spelke, 2005). What follows from these differing experiences is an influence on student motivation and interest as well as perceived competence (Andre, Whigham, Hendrickson, & Chambers, 1999;Baker, 1998).…”

Section: Gendermentioning

confidence: 99%

“…Literature surrounding gender in science learning and achievement indicates a potential gender difference (i.e., Brotman & Moore, 2008;Scantlebury & Baker, 2007;Bleeker & Jacobs, 2004). In some studies, the gender difference is attributed to differences in gender equity in and access to science experiences (Spelke, 2005;Andre, Whigham, Hendrickson, & Chambers, 1999;Baker, 1998).…”

Section: Gendermentioning

confidence: 99%

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Frequency, Duration, and Time Devoted to Elementary Science Instruction and the Association with Science Achievement and Science Interest

Almarode¹

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Achievement in Math and Science: Do Mothers' Beliefs Matter 12 Years Later?

Cited by 308 publications

References 38 publications

The stereotyped task engagement process: The role of interest and achievement motivation.

The stereotyped task engagement process: The role of interest and achievement motivation.

Sociocultural Factors Influencing Gender Differences in Mathematics Attitude and Achievement for Korean Students in TIMSS 2011

Frequency, Duration, and Time Devoted to Elementary Science Instruction and the Association with Science Achievement and Science Interest

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