Do Gender Roles and Norms Affect Performance in Maths? The Impact of Adolescents’ and their Peers’ Gender Conceptions on Maths Grades

Salikutluk, Zerrin; Heyne, Stefanie

doi:10.1093/esr/jcx049

Cited by 47 publications

(48 citation statements)

References 33 publications

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“…In classes with more traditional gender norms the gender gap in math is larger, to girl's disadvantage. Thus, girls preformed worse in classes with strong masculinity norms (Salikutluk and Heyne 2017). Such findings together with those shown here indicate that gendered norms may influences both performance and selfevaluation which in the end may affect future labour market outcomes.…”

Section: Discussionsupporting

confidence: 77%

From childhood to young adulthood: the importance of self-esteem during childhood for occupational achievements among young men and women

Magnusson

Nermo

2018

Journal of Youth Studies

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This study investigates the impact of self-esteem during childhood on men's and women's occupational prestige in young adulthood. By combining first-hand information from parents in the Swedish Level-of-Living surveys (LNU) 2000 and their children in the Child-LNU in 2000 and the follow-up study in LNU-2010, we are able to assess how self-esteem during adolescence is related to occupational prestige in adulthood. Multivariate analyses were used to determine whether associations between self-esteem (global and domain-specific) in childhood (aged 10-18 years) and occupational prestige in young adulthood (aged 20-28) exist and, if so, what the magnitudes of these associations are for each respective gender. For women, there is a positive association between confidence in mathematics and prestige, even when accounting for actual math grades. Global self-esteem is positively related to later occupational prestige as well. For men, self-esteem is unrelated to occupational prestige. Only actual performance in mathematics is important for men's occupational achievements. These results indicate the importance of taking gender differences into account when investigating how self-esteem is related to outcomes in young adulthood. A possible implication is the importance of focusing on the development of self-esteem among children, particularly girls, in school.

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Section: Discussionsupporting

confidence: 77%

From childhood to young adulthood: the importance of self-esteem during childhood for occupational achievements among young men and women

Magnusson

Nermo

2018

Journal of Youth Studies

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“…The notion that boys outperform girls in math and science is ever‐present, resulting in a gender gap and influencing the perception of gender strengths with respect to certain disciplines, including mathematics (Wiest, ). Recently, Salikutluk and Heyne () suggested that boys may be outperforming girls in math because of “culturally embedded beliefs about female inferiority and male superiority in maths” (p. 368). In considering explanations for these differences, researchers have found that girls as young as nine have self‐identified as having strengths in language arts over mathematics (Cveneck, Meltzoff, & Greenwald, ; Gibbs, ; Steffens, Jelenec, & Noack, ).…”

Section: Relevant Literaturementioning

confidence: 99%

Teachers’ gender considerations during elementary mathematics lesson design

Amador

2018

School Sci & Mathematics

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As teachers design lessons, their considerations influence their instructional practice.Researchers have found that teachers often have preconceived ideas about gender and large-scale assessment data show gender differences in mathematics achievement. Given the differences in gender performance, and recognizing the role that gender considerations may play in teaching, this study focuses on teachers' considerations of gender during the lesson planning and implementation process. Findings indicate that teachers in the study minimally consider gender when planning lessons and evidence shows a lack of explicit gender considerations during instructional practice and in conversations about teaching. Results imply that considerations of gender may be quite implicit, which raises concerns about the implications of gender perceptions for student learning in mathematics. K E Y W O R D Sinstruction, lesson planning, math/math education, teachers and teaching | 291 AMADOR

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“…Such quality information is more likely to be available from highly educated contacts due to their experience with the educational system (Grodsky and Jones, 2007;Roth et al, 2010;Boone and Van Houtte, 2013) and, for the same reasons, from native interaction partners (Grodsky and Jones, 2007;Relikowski et al, 2012). On the other hand, closed networks among migrants may bear the risk of spreading erroneous information (Salikutluk, 2013). Networks tend to be segregated by ethnic background (McPherson et al, 2001;Wimmer and Lewis, 2010) such that migrant parents are likely to be mainly in contact with other migrants.…”

Section: Why Native and Migrant Parents May Have Different Stocks Of mentioning

confidence: 99%

“…While some characteristics mainly affect information acquisition either through opportunities or through motivation, a number of factors are also likely to operate through both channels simultaneously. One such characteristic is parents' personal experience with educational institutions (Tornatzky et al, 2002;Kristen, 2005;Salikutluk, 2013Salikutluk, , 2016. Passing through the educational system provides countless opportunities to obtain knowledge as well as the motivation to actively seek out information for the sake of one's own academic success.…”

Section: Opportunities and Motivation: Experience And Socio-economic mentioning

confidence: 99%

Explaining Native‐Migrant Differences in Parental Knowledge about the German Educational System

Kretschmer

2018

International Migration

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To make sound educational decisions, students and their parents have to be informed about the way the educational system works. Such knowledge, however, tends to vary across social groups. This study investigates the differences in education‐related knowledge between native and migrant mothers in the German context. Empirical analyses based on a sample of native German mothers and mothers from Turkey or the former Soviet Union (N = 2076) indicate that migrant mothers know less about the German educational system than their native counterparts. An investigation of the potential sources of these knowledge gaps shows that migrants’ weaker socio‐economic status explains a substantial part of their lower level of knowledge, particularly among families of Turkish origin. Furthermore, migrants’ less profitable social network composition and lower levels of German language skills contribute to their information deficits. Based on these empirical results, the study considers opportunities for improving the knowledge base of migrant parents.

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Do Gender Roles and Norms Affect Performance in Maths? The Impact of Adolescents’ and their Peers’ Gender Conceptions on Maths Grades

Cited by 47 publications

References 33 publications

From childhood to young adulthood: the importance of self-esteem during childhood for occupational achievements among young men and women

From childhood to young adulthood: the importance of self-esteem during childhood for occupational achievements among young men and women

Teachers’ gender considerations during elementary mathematics lesson design

Explaining Native‐Migrant Differences in Parental Knowledge about the German Educational System

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