Implicit gender–math stereotype and women's susceptibility to stereotype threat and stereotype lift

Franceschini, Giulia; Galli, S.; Chiesi, Francesca; Primi, Caterina

doi:10.1016/j.lindif.2014.03.020

Cited by 43 publications

(31 citation statements)

References 39 publications

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“…Women seem to be more susceptible to stereotype threat, whereas men seem to be more immune to stereotype threat. Therefore, women tend to perform below their actual abilities on the tasks in which men are presumably better, whereas performance of men on the tasks in which women are presumably better is not aff ected by the awareness of a gender diff erence in performance (Franceschini, Galli, Chiesi and Primi 2014;Seibt and Förster 2004). The results of Study 2 suggest that men were especially motivated to perform well in the Intuitive Physics task when their gender stereotype was activated.…”

Section: General Conclusionmentioning

confidence: 86%

Gender differences in empathizing-systemizing - the influence of gender stereotype and socially desirable responding

Neckar¹,

Szlachta²

2019

human

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The main aim of the present studies was to investigate the infl uence of social and cultural factors on gender diff erences in empathizing-systemizing. Study 1 was designed to control for the socially desirable responding in gender diff erences in empathizing-systemizing. In Study 2 we wanted to investigate whether the activation of gender stereotype would infl uence gender diff erences in the questionnaire and the ability test that measured empathizing-systemizing. Consistently across our two studies and the two measurement methods used (the questionnaire and the ability test), women scored higher in empathizing and the size of the eff ect was medium. Socially desirable responding had no eff ect on the size of gender diff erences in empathizing. However, the activation of the gender stereotype made respondents, especially women, present themselves as more empathetic persons. In addition, the stereotype activation produced a performance boost on the systemizing ability test in men, whereas no eff ect was observed in women.

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Section: General Conclusionmentioning

confidence: 86%

Gender differences in empathizing-systemizing - the influence of gender stereotype and socially desirable responding

Neckar¹,

Szlachta²

2019

human

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“…Similar to previous findings, men reported higher confidence in solving math problems and tasks than did females in statistics courses (Bandura, 1997;Junge & Dretzke, 1995;Stipek & Granlik, 1991). One explanation for the gender gap in math self-efficacy has been the implicit gendermath stereotype (Aronson & Steele, 2005;Franceschini, Galli, Chiesi, & Primi, 2014;Pajares & Miller, 1995), which proposes that young women who have been previously stereotyped to be incompetent at solving mathematical applications tend to maintain this unconscious stereotype in adulthood. One explanation for the gender gap in math self-efficacy has been the implicit gendermath stereotype (Aronson & Steele, 2005;Franceschini, Galli, Chiesi, & Primi, 2014;Pajares & Miller, 1995), which proposes that young women who have been previously stereotyped to be incompetent at solving mathematical applications tend to maintain this unconscious stereotype in adulthood.…”

Section: Discussionmentioning

confidence: 99%

“…Studies have suggested that men tend to be "overconfident" and women "underconfident" when asked about their confidence in solving math problems and performing well in math-based courses (Randhawa & Gupta, 2000;Lloyd et al, 2005). One explanation for the gender gap in math self-efficacy has been the implicit gendermath stereotype (Aronson & Steele, 2005;Franceschini, Galli, Chiesi, & Primi, 2014;Pajares & Miller, 1995), which proposes that young women who have been previously stereotyped to be incompetent at solving mathematical applications tend to maintain this unconscious stereotype in adulthood. The implicit gender-math stereotype also explains that others' stereotypical perceptions of males' mathematical abilities enhance the confidence levels of male students in math-based courses in school (Pajares & Miller, 1995).…”

Section: Discussionmentioning

confidence: 99%

Examining the Relationship between Math Self‐Efficacy and Statistics Motivation in the Introductory Business Statistics Course: Self‐Compassion as a Mediator

Salazar

2018

Decision Sci J Innov Edu

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Because business statistics students often experience a lack of statistical motivation, business educators need to understand the factors that influence students' motivation levels in undergraduate-level business statistics courses. The purpose of this study was to examine the role of math self-efficacy and self-compassion on students' motivation levels and the gender differences among the main variables. The regression results showed that math self-efficacy was a positive predictor of statistics motivation. Selfcompassion was also found to be a partial mediator of the relationship between math self-efficacy and statistics motivation. Gender differences were also found in business students' math self-efficacy, self-compassion, and statistics motivation.

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“…From a pedagogic point of view, sport is a social catalyst that can implement change, abolish racial barriers, overcome gender gaps and eliminate socioeconomical and sociocultural barriers (Sherry, Schulenkorf, & Chalip, 2015;Appleby & Foster, 2013;Isidori & Fraile, 2008). These education paths could overturn the low self esteem that afflicts women in their perception of sport performance (Franceschini, Galli, Chiesi, & Primi, 2014;Kit, Mateer, Tuokko, & Spence, 2014) and be potential mediators of sport skills ( Chiviacowsky, 2014 ).…”

Section: Introductionmentioning

confidence: 99%

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Parri¹,

Ceciliani²

2019

JPES

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This review wants to provide a summary of selected literature from the past 10 years on gender equity in P.E. It aims at providing an overview of the current research, while suggesting viable solutions to encourage girls to take a more active role in sport and physical activity. To ensure the respect of gender identity in education, the quality of teaching is crucial. Therefore, we argue that there is greater need for research in the field of gender equity in PE. While much research focused on how gender reproduced though pedagogical practice in PE, this review aims at analyzing how to challenge it and identify good practices. The analysis of the didactic process pointed out five dimensions (design, methodological, reflexive, organizational, relational). For each dimension, the critical aspects for education to gender equity have been identified, together with the effective practice and strategy to promote gender equity and equal education in PE. Methods and techniques useful for PE teachers were highlighted to give teachers the right tools to orientate students to sports, limit early sport dropouts and valorise the practice of all sports equally, as disciplines for both men and women.

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Implicit gender–math stereotype and women's susceptibility to stereotype threat and stereotype lift

Cited by 43 publications

References 39 publications

Gender differences in empathizing-systemizing - the influence of gender stereotype and socially desirable responding

Gender differences in empathizing-systemizing - the influence of gender stereotype and socially desirable responding

Examining the Relationship between Math Self‐Efficacy and Statistics Motivation in the Introductory Business Statistics Course: Self‐Compassion as a Mediator

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