Attributional bias instrument (ABI): validation of a measure to assess ability and effort explanations for math performance

Espinoza, Penelope; Quezada, Stephanie A.; Rincones, Rodolfo; Strobach, E. Natalia; Gutiérrez, María Armida Estrada

doi:10.1007/s11218-012-9201-7

Cited by 3 publications

(1 citation statement)

References 44 publications

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“…Consequently, they typically expect boys to perform better at such subjects than girls (Andre et al 1999;Carlana and Corno 2021;Eccles et al 2000). Furthermore, just like teachers, they may tend to attribute boys' success at math and science to ability, and girls' to effort (Espinoza et al 2012;Yee and Eccles 1988). Again, this can affect the children's real scores in a self-fulfilling manner (Gunderson et al 2012;Jacobs, Chhin, and Shaver 2005).…”

Section: Sexism In Schoolsmentioning

confidence: 99%

Benevolent Sexism Predicts Gender Differences in the Distribution of Challenging Developmental Experiences at School

Chisango,

Mhlanga,

Linjesa

2024

Journal of Applied Social Science

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Existing research converges on the finding that females are attributed less agency than males, with one of the consequences being that they are allotted less challenging tasks than their male counterparts. We hypothesized that benevolent sexism accounts for this tendency. Hence, we predicted that parents advocate for the allotment of less challenging tasks to girls than to boys at school as a function of their endorsement of benevolent sexism. We tested for the effect using a sample of 153 Zimbabwean parents (103 female and 50 male; mean age of 34 years, SD = 3.23), whose female child was beginning form one. However, we also tested for other “control” variables—parents’ gender and their female child’s performance. Results indicated that benevolent sexism and the female child’s grade at grade 7 predicted the difference in scale of allotment of challenging tasks to boys versus girls. Taken together, these results suggest that benevolent sexism is the underlying sexist ideology that may limit girls’ exposure to challenging tasks and subjects at school, which may limit their chances of success and leadership later in their educational trajectories, and also in the occupations they would take in adulthood. Recommendations for changes in educational policy and related interventions are made in line with the present findings and existing literature.

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