At their children's expense: How parents' gender stereotypes affect their children's reading outcomes

Muntoni, Francesca; Retelsdorf, Jan

doi:10.1016/j.learninstruc.2018.12.002

Cited by 57 publications

(35 citation statements)

References 55 publications

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“…Parent involvement may also be different for boys and girls (Daniel et al, 2016;Dumont et al, 2012;Freund et al, 2018;Muntoni & Retelsdorf, 2019;Yurk, 2015). Research concerning the moderating effect of gender in parental involvement in homework has been inconsistent (Dumont et al, 2012;Luo et al, 2016;Silinskas & Kikas, 2019;Tárraga et al, 2017;Xu et al, 2018).…”

Section: Moderating Role Of Gendermentioning

confidence: 99%

Parental Involvement in Mexican Elementary Students’ Homework: Its Relation with Academic Self-Efficacy, Self-Regulated Learning, and Academic Achievement

Grijalva-Quiñonez

Cuervo

Parra-Pérez

et al. 2020

Psicología Educativa

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Section: Moderating Role Of Gendermentioning

confidence: 99%

Parental Involvement in Mexican Elementary Students’ Homework: Its Relation with Academic Self-Efficacy, Self-Regulated Learning, and Academic Achievement

Grijalva-Quiñonez

Cuervo

Parra-Pérez

et al. 2020

Psicología Educativa

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“…At first glance this may seem like a paradoxical finding; however, past research has consistently shown that girls report lower mathematics self-concept and competence beliefs even when they perform similarly to boys (Else-Quest et al, 2010). One explanation for this is that girls' self-concept and competence beliefs in mathematics are influenced by gender-role socialization processes, such as parents and teachers' expectations of subject-specific performance and gender stereotyping (Bleeker & Jacobs, 2004;Fredricks & Eccles, 2002;Muenks et al, 2020;Muntoni & Retelsdorf, 2019;Tiedemann, 2000Tiedemann, , 2002. Such assertion is underpinned by the gender intensification theory (Hill & Lynch, 1983), which posits that adolescents experience pressure to conform to gender stereotypes and this influences their confidence and interests in academic subjects.…”

Section: G Ener Al Discussionmentioning

confidence: 99%

“…A wealth of research also proposes that, through socialization processes, children learn to endorse gender-stereotypes pertaining to different performance domains (i.e., "girls are bad at math"), which may impact upon their related academic performance, participation, and interest (Beyer, 2014;Breda et al, 2018;Makarova, Aeschlimann, & Herzog, 2019;Nosek et al, 2009). Both parents and teachers have been shown to endorse gender-subject stereotypes that translate into students' endorsement of boys' better ability in STEM subjects and girls' better ability in English language and literacy (Andre et al, 1999;Bleeker & Jacobs, 2004;Muenks, Grossnickle-Peterson, Green, Kolvoord, & Uttal, 2020;Muntoni & Retelsdorf, 2019). In turn, the theory of stereotype threat suggests that being judged in the light of a negative stereotype can undermine performance and aspirations in the associated domain (Good, Woodzicka, & Wingfield, 2010;Hartley & Sutton, 2013;Huguet & Régner, 2007;Pansu et al, 2016).…”

mentioning

confidence: 99%

Do Gender Differences in Academic Attainment Correspond with Scholastic Attitudes? An Exploratory Study in a U.K Secondary School

Pennington¹,

Kaye²,

Qureshi³

et al. 2020

Preprint

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Research has examined how standardized tests give rise to gender differences in English and STEM attainment, but little research has explored gender differences in classroom-based attainment and the degree to which these correspond to differences in school-related attitudes. To explore the extent to which gender-achievement gaps in classroom-based performance parallel differences in self-perceptions and scholastic attitudes. An independent sample of first (n = 187, age 11–12, Study 1) and second-year students (n = 113, age 12–13, Study 2) from a UK comprehensive secondary school completed a questionnaire measuring academic mindset, self-efficacy, self-concept, competence beliefs, personal and social self-esteem, and endorsement of gender-subject and career stereotypes. Responses were then matched to their respective classroom grades in English, mathematics, science, and computing. Girls outperformed boys in English in their first year but reported lower global self-esteem and greater endorsement of science-career stereotypes. Conversely, girls outperformed boys in mathematics in their second year, but paradoxically reported lower self-concept and competence beliefs in mathematics and science, and higher competence beliefs in English. Across both studies, mindset, self-efficacy, competence beliefs, and social self-esteem were positively related to English attainment; academic self-efficacy was positively related to mathematics attainment; and mindset, self-efficacy, self-concept, and competence beliefs were positively related to science attainment. Gender-achievement gaps in classroom-based academic attainment are complex and highly nuanced; they appear to vary between school subjects across years and may not correspond with similar differences in self-perceptions and scholastic attitudes.

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“…15 Further research suggests that with the influence of social classification, people form a fixed impression and view of certain social groups in life, and thus, they automatically form certain impressions of the members of these groups, which are known as "stereotypes". 16,17 The continuum model of impression formation argues that impression formation is a continuum, with one end being feature processing and the other end being classification processing. 18 There is an asymmetry in the impression people form of certain social groups (gender, religious beliefs, etc.)…”

Section: Introductionmentioning

confidence: 99%

<p>Negative Deviation Effect in Interpersonal Communication: Why People Underestimate the Positivity of Impression They Left on Others</p>

Zhong

2020

PRBM

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Background: Recently, a study revealed that people liked others significantly more than they estimated that others liked them. Thus, the study found that people tended to underestimate how much others liked them, a phenomenon the authors called the Liking Gap. However, the logic and testing of the study existed unclear nature. In order to show whether people underestimate the positivity of impression they left on others, we directly compare the estimate of the impression we left on others with others' actual impression of us, which make the logic clear. Besides, we explored the new findings with regard to the mechanism of the effect. Methods: Based on this idea, in study 1, we explored whether there is indeed a negative deviation effect in the estimate of the impression people left on others in short interpersonal communication. In study 2, we investigated the potential psychological mechanisms of that effect. Results: In Study 1, the results revealed that people estimated that others liked them significantly less than others actually liked them. That is, a negative deviation effect did occur, and even if people were clear about their liking for others, the effect still existed. In Study 2, we provided evidence that a negative deviation effect existed not just because people are too focused on their own-negative thoughts in conversational performance but rather because people had a psychological defense towards others in their first communication. Conclusion: People significantly underestimate how much they are liked and its reason is that their psychological defense towards others in their initial communication. The results of the study are beneficial for people in social interaction and provide them with new ways of thinking in interpersonal communication and mutual contact.

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At their children's expense: How parents' gender stereotypes affect their children's reading outcomes

Cited by 57 publications

References 55 publications

Parental Involvement in Mexican Elementary Students’ Homework: Its Relation with Academic Self-Efficacy, Self-Regulated Learning, and Academic Achievement

Parental Involvement in Mexican Elementary Students’ Homework: Its Relation with Academic Self-Efficacy, Self-Regulated Learning, and Academic Achievement

Do Gender Differences in Academic Attainment Correspond with Scholastic Attitudes? An Exploratory Study in a U.K Secondary School

<p>Negative Deviation Effect in Interpersonal Communication: Why People Underestimate the Positivity of Impression They Left on Others</p>

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