Beyond nature and nurture: The influence of lay gender theories on self-stereotyping

Coleman, Jill M.; Hong, Ying‐yi

doi:10.1080/15298860600980185

Cited by 114 publications

(107 citation statements)

References 39 publications

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“…It is possible that teachers who endorse biologically based differences in learning as a rationale for single-sex schooling may (consciously or unconsciously) also reinforce gender stereotypes in the classroom, a possibility that should be tested in future research. Furthermore, students who endorse rationales focusing on gender differences in interests may be inclined to limit their own interests and activities to stereotype-consistent domains (or "self-stereotype"; Coleman and Hong 2008). To the extent that stakeholders within single-sex schools believe in brain-based learning differences, they may create environments that foster greater knowledge of and compliance with cultural gender stereotypes.…”

Section: Discussionmentioning

confidence: 98%

Reasoning About Single-Sex Schooling for Girls Among Students, Parents, and Teachers

2014

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The number of United States public schools offering single-sex education for girls has increased dramatically in the past decade. Rationales for all-girls schools are diverse and grounded in differing gender ideologies. We examined reasoning about all-girls schools among school stakeholders (i.e., individuals affected by single-sex schools, including students, parents, and teachers) in the Southwestern United States. Specifically, middle school students attending all-girls (n= 398) and coeducational (n=191) schools, mothers of middle school students attending all-girls (n=217) and coeducational (n=64) schools, and teachers employed at all-girls (n=18) and coeducational (n=97) middle schools rated the veracity of multiple rationales for girls-only schools. Specifically, we examined rationales for single-sex schooling related to gender differences in learning, gender differences in interests, girls' ingroup preference, and gender discrimination. Endorsement of rationales differed across participant role (student, parent, teacher) and school type (single-sex, coeducational). Overall, stakeholders affiliated with an all-girls school were more supportive of each rationale than stakeholders affiliated with coeducational schools. Teachers affiliated with the single-sex school strongly endorsed gender differences in learning as a rationale for single-sex schooling. Endorsement of rationales did not vary across participant gender. The implications of these findings for educational policy and the interpretation of research on single-sex schooling are discussed.

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Section: Discussionmentioning

confidence: 98%

Reasoning About Single-Sex Schooling for Girls Among Students, Parents, and Teachers

2014

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“…However, there is evidence that accounts of gender that emphasise biological factors leave us more inclined to agree with gender stereotypes, to selfstereotype ourselves, and for our performance to fall in line with those stereotypes (e.g., [2,7,8]). Moreover, other research from the social psychological literature has shown that presenting cognitive or emotional tasks in ways that make them seem diagnostic of gender tends to set up a self-fulfilling prophecy (e.g., [3,14,15,[21][22][23][24]).…”

Section: Meet Sarahmentioning

confidence: 99%

Will Working Mothers’ Brains Explode? The Popular New Genre of Neurosexism

Fine

2008

Neuroethics

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“…In this way, essentialism may also be seen as a guiding set of beliefs that motivates an individual to adhere to gender norms. For instance, seeing gender differences as largely biologically driven is associated with one's own endorsement of traditional gendered traits; furthermore, experimentally promoting an essentialist view of gender causes a corresponding strengthening of how gender-typical one views oneself (Coleman and Hong 2008). As well, being told that gender differences in math performance are largely genetically driven (vs. caused by cultural and social experiences) has been found to exacerbate stereotype threat effects in women's math performance (Dar-Nimrod and Heine 2006).…”

Section: Social Essentialism and Social Cognitionmentioning

confidence: 96%

Gender Essentialism in Children and Parents: Implications for the Development of Gender Stereotyping and Gender-Typed Preferences

Meyer

Gelman

2016

Sex Roles

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Psychological essentialism is a set of lay beliefs about categories, according to which certain categories are seen as natural and arising from an inborn, causal force or Bessence.Ŝ ocial categories, including gender, are often essentialized by both adults and children. The current study examines how gender essentialism relates to other gender-relevant beliefs and preferences, in both a child sample (5-to 7-year-olds) and an adult sample (the children's parents). Children's and parents' essentialism predicted children's gender-typed preferences, but not children's prescriptive stereotyping. In contrast, parents' essentialism predicted their own prescriptive stereotyping, but not their gender-typed preferences. Implications of these findings are discussed in the contexts of (a) past findings linking essentialism with stereotyping and (b) the practical implications of developmental shifts in the correlates of essentialism, including ways in which stereotyping and rigid beliefs about gender may be reduced.

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Beyond nature and nurture: The influence of lay gender theories on self-stereotyping

Abstract: 2008) Beyond nature and nurture: The influence of lay gender theories on self-stereotyping, Self and Identity, 7:1, 34-53,

Cited by 114 publications

References 39 publications

Reasoning About Single-Sex Schooling for Girls Among Students, Parents, and Teachers

Reasoning About Single-Sex Schooling for Girls Among Students, Parents, and Teachers

Will Working Mothers’ Brains Explode? The Popular New Genre of Neurosexism

Gender Essentialism in Children and Parents: Implications for the Development of Gender Stereotyping and Gender-Typed Preferences

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