Preschoolers’ mathematical play and colour preferences: a new window into the development of gendered beliefs about math

Prieto, Jesús Paz-Albo; Cvencek, Dario; Llácer, Cristina V. Herranz; Escobar, Aránzazu Hervás; Meltzoff, Andrew N.

doi:10.1080/03004430.2017.1295234

Cited by 9 publications

(7 citation statements)

References 45 publications

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“…The explicit measures of math–gender stereotypes and math self-concepts were administered as four Likert-scale questions based on Harter and Pike’s (1984) Pictorial Scale of Perceived Competence and Acceptance for Young Children. Cvencek et al (2011) validated these pictorial measures as indicators of math–gender stereotypes and math self-concepts (see also Cvencek et al, 2015; Paz-Albo Prieto, Cvencek, Llácer, Escobar, & Meltzoff, 2017).…”

Section: Methodsmentioning

confidence: 90%

Chilean kindergarten children’s beliefs about mathematics: Family matters.

Río

Strasser²,

Cvencek³

et al. 2019

Developmental Psychology

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This study examines the relations among parental beliefs and practices about mathematics, children's beliefs about mathematics, participants' gender, and family socioeconomic status (SES). The study was conducted in Chile, a country with significant gender gaps in standardized test results in mathematics, with boys receiving significantly higher scores than girls. One hundred eighty Chilean kindergarteners (M age ϭ 5.6 years) of low and high SES completed both implicit and explicit measures of their beliefs about mathematics. Children's mothers and fathers also completed adult versions of these tests, as well as measures of home numeracy practices. This combination of child and parental assessments (both mother and father), including both implicit and explicit measures, provided a wider range of measures than in previous studies. On implicit measures of math-gender stereotypes, boys showed the math ϭ boy stereotype significantly more strongly than girls did. Both fathers and mothers showed this stereotype on both implicit and explicit measures. Fathers also linked me ϭ math (math self-concept) more strongly than mothers on both implicit and explicit measures. Kindergarten girls' implicit math self-concept was explained by a combination of parents' math self-concepts and SES. Taken together, these results show that by 5 years of age children are already developing beliefs about "who does math" in their culture, and that parental beliefs and practices are significantly linked to children's stereotypes and self-concepts about mathematics before they enter formal schooling.

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Section: Methodsmentioning

confidence: 90%

Chilean kindergarten children’s beliefs about mathematics: Family matters.

Río

Strasser²,

Cvencek³

et al. 2019

Developmental Psychology

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“…Sin embargo, otras pesquisas han encontrado que las niñas a los cuatro años creen que son académicamente superiores a los niños, quienes asumen este estereotipo a partir de los siete años (Hartley & Sutton, 2013). Igualmente, niños y niñas piensan desde los cinco años que las niñas disfrutan más de las matemáticas que los niños (Paz-Albo, Cvencek, Herranz-Llácer, Hervás-Escobar & Meltzoff 2017). Consecuentemente, en edades más tempranas, las niñas pueden presentar creencias estereotipadas en lengua y no participan del estereotipo que las desfavorece en matemáticas, donde ellas esperan desempeñarse mejor.…”

Section: Diferencias Por Génerounclassified

Diferencias de género en matemáticas y lengua: rendimiento académico, autoconcepto y expectativas

Cárcamo

Moreno

Barrio

2020

Sumapsi

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Resumen Estudios previos muestran diferencias de género en el rendimiento de matemáticas y lengua, principalmente en adolescentes. Este estudio tiene como objetivo evaluar las diferencias de género en autoconcepto, valor subjetivo, expectativas y rendimiento académico; analizar las relaciones entre las variables y conocer el papel que ellas desempeñan en la explicación del rendimiento en lengua y matemáticas. Participaron 406 estudiantes de 4º y 5º de primaria en Colombia. Los resultados muestran que las niñas presentan mayores expectativas de rendimiento en matemáticas y lengua, así como un rendimiento en lengua superior a los niños. No se encontraron diferencias de género en el autoconcepto y el valor subjetivo de la tarea. El autoconcepto, las expectativas de rendimiento y la edad, explicaron el rendimiento tanto en matemáticas como en lengua. Se discuten las implicaciones de estos resultados para la disminución de la brecha de género en el aprendizaje. Como este estudio es un primer intento de explorar las relaciones entre las creencias de expectativa y valores de las tareas en matemática y lengua con base en el Modelo de Expectativa-Valor en estudiantes hispanos en primaria, se necesita más investigación para apoyar o refutar estos hallazgos.

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“…The only stereotype for which boys were not more likely than girls to favor boys was math-interest stereotypes. In that case, boys were more likely than girls to hold stereotypes favoring girls (moving from egalitarian to favoring girls across grade levels; see also Prieto et al, 2017). This finding should be replicated in future studies but suggests one meaningful way in which interest stereotypes may differ from ability stereotypes in children: less in-group bias, especially in the field of math.…”

Section: Discussionmentioning

confidence: 99%

Longitudinal stability and change across a year in children’s gender stereotypes about four different STEM fields.

Tang,

Meltzoff,

Cheryan

et al. 2024

Developmental Psychology

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Gender stereotypes about science, technology, engineering, and math (STEM) are salient for children and adolescents and contribute to achievement-related disparities and inequalities in STEM participation. However, few studies have used a longitudinal design to examine changes in gender stereotypes across a range of STEM fields. In a large, preregistered study, we examined the developmental trajectories of two gender stereotypes (involving interest and ability) in four STEM fields across three time points within a calendar year, starting in Grades 2-8. The diverse sample included 803 students ages 7-15 years old at the start of the study (50% girls; 8.5% Asian, 6.0% Black, 25.5% Hispanic/Latinx, 43.7% White, and 16.3% other). Multilevel growth modeling was used to examine developmental trajectories in students' stereotypes for four STEM fields (math, science, computer science, and engineering) while considering both gender and grade level. We found that different STEM disciplines displayed different developmental patterns: Math ability and science interest stereotypes more strongly favored girls over the year among elementary school participants, whereas computer science stereotypes less strongly favored boys over time, and engineering stereotypes (which largely favored boys) were stable across time. The results highlight that the development of stereotypes is not the same for all STEM fields as well as the need to understand the complexity and specificity of developmental change across fields and types of stereotypes. Public Significance StatementThis study tracked changes in children and early adolescents' STEM-gender stereotypes over the course of a calendar year, specifically focusing on gender stereotypes about who is interested and capable in STEM. We found greater stability in stereotypes about engineering than math, science, and computer science, and among middle school students compared to elementary school students. Based on patterns within the present study, we suggest that efforts to reduce gender stereotyping in STEM fields should begin early, before stereotypes take root.

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Preschoolers’ mathematical play and colour preferences: a new window into the development of gendered beliefs about math

Cited by 9 publications

References 45 publications

Chilean kindergarten children’s beliefs about mathematics: Family matters.

Chilean kindergarten children’s beliefs about mathematics: Family matters.

Diferencias de género en matemáticas y lengua: rendimiento académico, autoconcepto y expectativas

Longitudinal stability and change across a year in children’s gender stereotypes about four different STEM fields.

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