The interest gap: how gender stereotype endorsement about abilities predicts differences in academic interests

Plante, Isabelle; O’Keefe, Paul A.; Aronson, Joshua; Fréchette-Simard, Catherine; Goulet, Mélissa

doi:10.1007/s11218-018-9472-8

Cited by 38 publications

(30 citation statements)

References 55 publications

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“…It should be emphasized that lower performance and more negative self-concept of the female students were largely determined by lower judgments of their capabilities. Similar results, in more recent studies, were obtained by Plante et al (2019), Rudman and Phelan (2010), Szumski and Karwowski (2019), and Trusz (2018).…”

Section: Students' Self-expectancies Concerning Typically Female and supporting

confidence: 91%

“…In terms of this gap, the importance of expectations of significant others on the typical behavior of girls and boys, and correlated children's self-expectations (e.g., Pajares and Miller 1994;Rudman and Phelan 2010;Trusz 2018), their self-concept of ability in humanities/social studies (H/SS) versus technology/science (T/S) (e.g., Sullivan 2009;Szumski and Karwowski 2019;Trusz 2018), and time spent on gender-stereotyped and gender-neutral activities must be emphasized (e.g., Debacker and Nelson 2000;Hyde 2014;Plante et al 2019).…”

Section: Introductionmentioning

confidence: 99%

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Why do females choose to study humanities or social sciences, while males prefer technology or science? Some intrapersonal and interpersonal predictors

Trusz

2020

Soc Psychol Educ

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The article attempts to answer the question why females prefer humanities/social studies, whereas males opt for technology/science. For this purpose, the study majors selected by 445 females and 431 males were linked by logit functions with: (1) parents' and (2) teachers' expectancies, (3) students' self-expectancies, (4) their self-concepts of abilities and (5) time spent on learning mathematics and (6) literacy, (7) test results in mathematics and (8) literacy, (9) gender of mathematics, and (10) literacy teacher in the 12th grade. Interaction effects of the mathematics and literacy teacher's gender with the abovementioned predictors were also quantified. Females' selections were mostly influenced by teachers' expectancies, while for males, by their self-concepts. The teacher's gender modified tested relations in five (females) and nine (males) cases. The results were discussed on the grounds of the theory of intra-and interpersonal expectancies as learning regulators.

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Section: Students' Self-expectancies Concerning Typically Female and supporting

confidence: 91%

Section: Introductionmentioning

confidence: 99%

Why do females choose to study humanities or social sciences, while males prefer technology or science? Some intrapersonal and interpersonal predictors

Trusz

2020

Soc Psychol Educ

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“…Other research has demonstrated that boys might prefer STEM subjects and careers to language arts as the result of stereotypes that boys are comparatively stronger in STEM than in language-related skills (Plante, O'Keefe, Aronson, Fréchette-Simard, & Goulet, 2018), and that gendered stereotypes about language arts are associated with less interest in language-related fields and poorer language arts grades among boys (Plante, De la Sablonnière, Aronson, & Théorêt, 2013). These findings might apply to foreign language contexts as well.…”

Section: Future Directionsmentioning

confidence: 96%

Does Stereotype Threat Affect Men in Language Domains?

Chaffee¹,

Lou²,

Noels³

2019

Preprint

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Currently, boys and men tend to underperform in language domains in school and on standardized tests, and they are also underrepresented in language-related fields of study. Stereotype threat is one way in which psychologists have found that stereotypes can affect students’ performance and sense of belonging in academic subjects and test settings Researchers have traditionally found that when girls and women are reminded of stereotypes that math is for boys, girls and women tend to underperform on math tests. Stereotype threat has also been found to affect women’s sense of belonging in math settings. We sought to test whether stereotypes that women have better language skills than men would affect men in the same way. We conducted a series of four experiments (N=542) testing the effect of explicit stereotype threats on men’s performance in language-related tasks, and their sense of belonging to language-related domains. We found little evidence for stereotype threat effects on men in language tasks. Mini-meta analyses revealed aggregate effect sizes indistinguishable from zero across our studies, and Bayesian analysis suggested that the null hypothesis was consistently more likely than the alternative. Future research should explore other explanations for gender gaps in language.

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“…Other research has demonstrated that boys might prefer STEM subjects and careers to language arts as the result of stereotypes that boys are comparatively stronger in STEM than in language-related skills, rather than as a result of stereotypes that compare them to girls (Plante et al, 2019) and that gendered stereotypes about language arts are associated with less interest in language-related fields and poorer language arts grades among boys (Plante et al, 2013). These findings might apply to foreign language contexts as well.…”

Section: Limitations and Future Directionsmentioning

confidence: 96%

Does Stereotype Threat Affect Men in Language Domains?

2020

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Boys and men tend to underperform in language education, and they are also underrepresented in language-related fields. Research suggests that stereotypes can affect students' performance and sense of belonging in academic subjects and test settings via stereotype threat. For example, girls and women sometimes underperform on math tests following reminders that math is for boys. We sought to test whether stereotypes that women have better language skills than men would affect men. In a series of four experiments (N = 542), we tested the effect of explicit stereotype threats on men's performance in language-related tasks, and their sense of belonging to language-related domains. We found little evidence for stereotype threat effects on men in language. Bayesian analysis suggested that the null hypothesis was consistently more likely than the alternative, and mini-meta analyses showed effect sizes near zero. Future research should explore other explanations for gender gaps in language.

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The interest gap: how gender stereotype endorsement about abilities predicts differences in academic interests

Cited by 38 publications

References 55 publications

Why do females choose to study humanities or social sciences, while males prefer technology or science? Some intrapersonal and interpersonal predictors

Why do females choose to study humanities or social sciences, while males prefer technology or science? Some intrapersonal and interpersonal predictors

Does Stereotype Threat Affect Men in Language Domains?

Does Stereotype Threat Affect Men in Language Domains?

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