Parents’ Math Gender Stereotypes and Their Correlates: An Examination of the Similarities and Differences Over the Past 25 Years

Starr, Christine R.; Gao, Yannan; Lee, Glona; Safavian, Nayssan; Rubach, Charlott; Dicke, Anna–Lena; Eccles, Jacquelynne S.; Simpkins, Sandra D.

doi:10.1007/s11199-022-01337-7

Cited by 6 publications

(1 citation statement)

References 64 publications

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“…Though scholars have argued for the need to study development at the intersection of race/ethnicity and gender (Crenshaw, 2019), it has received less attention in math. Examining race/ethnicity and gender separately not only keeps some marginalized groups invisible (e.g., Latina students), but fails to address key theoretical questions, such as whether Asian male and female students equally benefit from the model minority stereotype or if Asian female students are still hindered by the traditional gender stereotypes (Hsieh et al, 2021; Starr, Gao, et al, 2022). Theoretically, the development of individuals’ motivational beliefs should vary based on whether they are members of privileged or marginalized groups in math due to their race/ethnicity, gender, or both (McGee, 2018).…”

Section: The Complex Changes In Adolescents’ Math Motivational Beliefsmentioning

confidence: 99%

Trajectories of math expectancies for success and values in Latinx and Asian students.

Lee-Poon,

Simpkins

2024

Developmental Psychology

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The heterogeneity in the developmental trajectories of math motivational beliefs (i.e., expectancies for success and subjective task value beliefs) was examined among Asian and Latinx male and female students from Southern California across Grades 8 through 10 (n = 2,710; 50% female; 85% Latinx; 15% Asian; M age = 13.77). By conducting growth mixture modeling, we identified two classes of stable trajectories for expectancies for success; five classes of stable, decreasing, or increasing trajectories for interest and utility value; and three classes of stable, decreasing, or increasing trajectories for attainment value. The group comparisons demonstrated that variability exists in adolescents' motivational belief development at the intersection of their race/ethnicity and gender for some trajectories. For example, Latina adolescents were more likely to maintain moderate expectancies for success than high expectancies for success compared to Latino and Asian male adolescents, but Asian female adolescents did not differ in their level of expectancies for success from the two male groups. Also, we found Latina adolescents displayed smaller decreases in interest compared to Asian female adolescents and in utility value compared to Latino adolescents. The findings from the present study challenge traditional stereotypes in math and highlight positive motivational belief development in students who are marginalized in math (e.g., Latina adolescents). Public Significance StatementThis study suggests that there are multiple, distinct patterns of students' math motivational belief development during the transition from middle to high school and that Asian/Latinx male/female students do not always display decreases in their motivational beliefs across adolescence. Our findings suggest that interventional efforts employed during middle and high school have the potential to foster students' motivational beliefs. Additionally, our findings help guide applied efforts to address the societal and systematic challenges in science, technology, engineering, and math by displaying the issues of marginalization and privilege based on race/ethnicity and gender.

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Section: The Complex Changes In Adolescents’ Math Motivational Beliefsmentioning

confidence: 99%

Trajectories of math expectancies for success and values in Latinx and Asian students.

Lee-Poon,

Simpkins

2024

Developmental Psychology

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That’s not me: (Dis)concordance between pSTEM nerd-genius stereotypes and self-concepts predicts high school students’ pSTEM identity

Starr,

Leaper

2023

Soc Psychol Educ

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Nerd-genius stereotypes about people in the physical sciences, technology, engineering, and mathematics (pSTEM) are barriers to getting many adolescent girls interested in pSTEM. Endorsing these stereotypes may undermine youths’ pSTEM identity especially when they are incongruent with their self-concepts—possibly more likely for girls than boys. Conversely, pSTEM identity may strengthen when stereotypes are congruent—possibly more for boys than girls. We tested these premises among 310 adolescents. Novel contributions of the study include the separate evaluation of youths’ endorsement of four stereotypes about persons in pSTEM (geniuses, awkward, unattractive, unsuccessful at dating) and the separate consideration of two facets of self-concepts (competence and importance) in each stereotyped domain. Factor analyses confirmed the four-factor structure for self-concepts but indicated a two-factor structure for stereotypes (nerd [awkward, unattractive, unsuccessful at dating] and genius). Students’ pSTEM identity was based on their felt typicality with persons in pSTEM fields. Our results generally confirmed our hypothesized model for self-perceived competence but not for importance. Congruence predicted higher pSTEM identity. Conversely, incongruence predicted lower pSTEM identity.

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Sexism and gender-based discrimination

Leaper

Gutierrez

2024

Encyclopedia of Adolescence

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Parents’ Math Gender Stereotypes and Their Correlates: An Examination of the Similarities and Differences Over the Past 25 Years

Cited by 6 publications

References 64 publications

Trajectories of math expectancies for success and values in Latinx and Asian students.

Trajectories of math expectancies for success and values in Latinx and Asian students.

That’s not me: (Dis)concordance between pSTEM nerd-genius stereotypes and self-concepts predicts high school students’ pSTEM identity

Sexism and gender-based discrimination

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