Math = male, me = female, therefore math ≠ me.

Abstract

College students, especially women, demonstrated negativity toward math and science relative to arts and language on implicit measures. Group membership (being female), group identity (self = female), and gender stereotypes (math = male) were related to attitudes and identification with mathematics. Stronger implicit math = male stereotypes corresponded with more negative implicit and explicit math attitudes for women but more positive attitudes for men. Associating the self with female and math with male made it difficult for women, even women who had selected math-intensive majors, to associate math with the self. These results point to the opportunities and constraints on personal preferences that derive from membership in social groups.

Mental chronometry and individual differences: Modeling reliabilities and correlations of reaction time means and effect sizes

“…For simplicity, we denote the two conditions generically as "experimental" and "control" and, hence, use the subscripts "e" and "c" to distinguish them. Also, we assume that the residual sensory-3 Some researchers have transformed RTs nonlinearly to remove skew before computing differences (e.g., Nosek, Banaji, & Greenwald, 2002), and others have suggested IAT measures that are more elaborate than pure difference scores (e.g., Greenwald, Nosek, & Banaji, 2003). The analysis of correlations obtained with such more complex methods is beyond the scope of the present investigation.…”

Segregation, Stereotypes, and STEM

“…organizes everyday social relations, shapes individual identities, and inscribes gender inequality in social and economic institutions (Ridgeway 2011). In contemporary Western societies, persons are widely presumed to occupy one of two distinct gender categories, and many work tasks are presumed to be intrinsically masculine or feminine (Bem 1993;Faulkner 2000;Nosek et al 2002;Des Jardins 2010). Many people believe, therefore, that occupations like engineering and preschool teaching are highly segregated because they require aptitudes and bodies that map neatly onto the "Mars and Venus" gender dichotomy.…”

Disentangling stereotype activation and stereotype application in the stereotype misperception task.

“…Stereotype activation is typically assessed with implicit measures, such as priming tasks (e.g., Correll, Park, Judd, & Wittenbrink, 2002;Dovidio et al, 1986;Macrae et al, 1997;Payne, 2001;Wittenbrink et al, 1997), stereotype variants of the Implicit Association Test (IAT; e.g., Amodio & Devine, 2006;Nosek, Banaji, & Greenwald, 2002;Rudman, Greenwald, & McGhee, 2001), or word-fragment completion (e.g., Gilbert & Hixon, 1991;Spencer, Fein, Wolfe, Fong, & Dunn, 1998). In their early years, implicit measures were celebrated as providing direct access to activated representations in memory.…”