Cognitive consistency and math–gender stereotypes in Singaporean children

Cvencek, Dario; Meltzoff, Andrew N.; Kapur, Manu

doi:10.1016/j.jecp.2013.07.018

Cited by 112 publications

(105 citation statements)

References 49 publications

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“…On the most recent TIMSS assessment, the maleefemale difference in average math scores of Singaporean boys and girls in Grade 4 was not measurably different (Provasnik et al, 2012). Contrary to what one might expect given these data, however, Cvencek, Meltzoff, and Kapur (2014) found that: (a) Singaporean elementary-school students hold the mathegender stereotype, and (b) Singaporean boys identify more strongly with math than do girls.…”

contrasting

confidence: 99%

“…One conjecture is that this societal stereotype about gender influences boys and girls differential identification with math at early ages (Cvencek, Meltzoff, & Greenwald, 2011). Gender stereotypes may potentially mediate learning and performance in specific academic subjects by influencing students' level of anxiety, interest, and effort they put into learning that domain (Beilock, Gunderson, Ramirez, & Levine, 2010;Steffens, Jelenec, & Noack, 2010).…”

mentioning

confidence: 99%

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Math achievement, stereotypes, and math self-concepts among elementary-school students in Singapore

Cvencek

Kapur²,

Meltzoff

2015

Learning and Instruction

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119

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a b s t r a c tSingaporean elementary-school students (N ¼ 299) completed Child Implicit Association Tests (Child IAT) as well as explicit measures of gender identity, mathegender stereotypes, and math self-concepts. Students also completed a standardized math achievement test. Three new findings emerged. First, implicit, but not explicit, math self-concepts (math ¼ me) were positively related to math achievement on a standardized test. Second, as expected, stronger mathegender stereotypes (math ¼ boys) significantly correlated with stronger math self-concepts for boys and weaker math self-concepts for girls, on both implicit and explicit measures. Third, implicit mathegender stereotypes were significantly related to math achievement. These findings show that non-academic factors such as implicit math self-concepts and stereotypes are linked to students' actual math achievement. The findings suggest that measuring individual differences in non-academic factors may be a useful tool for educators in assessing students' academic outcomes.

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contrasting

confidence: 99%

mentioning

confidence: 99%

Math achievement, stereotypes, and math self-concepts among elementary-school students in Singapore

Cvencek

Kapur²,

Meltzoff

2015

Learning and Instruction

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119

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“…From the youngest ages so far tested (kindergarten to second grade), North American and European children tend to report either that the genders are equal in ability (Steele, 2003) or that their own-gender group is better at math and science (Galdi, Cadinu, & Tomasetto, 2014;Heyman & Legare, 2004;Kurtz-Costes, Rowley, Harris-Britt, & Woods, 2008). (For work on the development of implicit gender stereotypes about STEM and how these relate to explicit measures, see Cvencek, Meltzoff, & Greenwald, 2011;Cvencek, Meltzoff, & Kapur, 2014.) Explicit stereotypes about math and science appear to emerge later in development.…”

Section: Conceptual Framework: Sources Of Gender Gaps In Motivationmentioning

confidence: 99%

Programming experience promotes higher STEM motivation among first-grade girls

Master

Cheryan

Moscatelli³

et al. 2017

Journal of Experimental Child Psychology

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258

140

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The gender gap in science, technology, engineering, and math (STEM) engagement is large and persistent. This gap is significantly larger in technological fields such as computer science and engineering than in math and science. Gender gaps begin early; young girls report less interest and self-efficacy in technology compared with boys in elementary school. In the current study (N=96), we assessed 6-year-old children's stereotypes about STEM fields and tested an intervention to develop girls' STEM motivation despite these stereotypes. First-grade children held stereotypes that boys were better than girls at robotics and programming but did not hold these stereotypes about math and science. Girls with stronger stereotypes about robotics and programming reported lower interest and self-efficacy in these domains. We experimentally tested whether positive experience with programming robots would lead to greater interest and self-efficacy among girls despite these stereotypes. Children were randomly assigned either to a treatment group that was given experience in programming a robot using a smartphone or to control groups (no activity or other activity). Girls given programming experience reported higher technology interest and self-efficacy compared with girls without this experience and did not exhibit a significant gender gap relative to boys' interest and self-efficacy. These findings show that children's views mirror current American cultural messages about who excels at computer science and engineering and show the benefit of providing young girls with chances to experience technological activities.

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“…As previously mentioned, individuals develop implicit self-concepts as a function of implicit stereotypes and group identity (Cadinu & Galdi, 2012;Cvencek et al, 2011;Cvencek et al, 2014;Dijksterhuis et al, 2000;Nosek et al, 2002). Cvencek and colleagues presented evidence indicating that selfconcepts are developmentally dependent on cultural stereotypes and gender identity (Cvencek et al, 2011;Cvencek et al, 2014). Nosek et al (2002) demonstrated that stronger implicit math-gender stereotypes (math = male) corresponded to lower implicit math identity (math ≠ self) for women who implicitly identified with being female rather than male (self = female).…”

Section: The Moderating Roles Of Implicit Stereotypes and Group Identitymentioning

confidence: 97%

“…Nosek et al (2002) demonstrated that stronger implicit math-gender stereotypes (the association of math with male) and implicit gender identity (the association of self with female) corresponded with lower implicit math identity (the association of self with math). As early as elementary school age, children develop an implicit math identity consistent with implicit math-gender stereotypes and gender identity in Western (Cvencek et al, 2011) and Asian cultures (Cvencek, Meltzoff, & Kapur, 2014). Furthermore, Schmader et al (2008) argued that stereotype threat stems from a state of imbalance among these links.…”

mentioning

confidence: 99%

Implicit Self-Stereotyping Under Eye Gaze: The Effects of Gaze Cues on Implicit Math Identity Among Women

Karouji

Kusumi

2015

PSYCHOLOGIA -An International Journal of Psychological Sciences

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This paper argues that implicit self-stereotyping is moderated by the potential for social evaluation in that situation. It was hypothesized that implicit self-stereotyping is facilitated when social cues (i.e., gaze cues) signal social evaluation. This study examined whether gaze cues affected implicit self-stereotyping related to gender stereotypes regarding math competence. A pilot study demonstrated that just a presentation of direct-gaze cues (vs. averted-gaze cues) signaled social evaluation and social norms. The main study revealed that gender differences in math identity were more prominent under direct-gaze cues, relative to averted-gaze cues. Women showed more negative math identity than men did when they were exposed to directgaze cues, but not when exposed to averted-gaze cues. Moreover, these effects were particularly prominent among women with stronger implicit math-gender stereotypes and female identity. These findings improve our understanding of how and when implicit self-stereotyping occurs in social situations.

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Cognitive consistency and math–gender stereotypes in Singaporean children

Cited by 112 publications

References 49 publications

Math achievement, stereotypes, and math self-concepts among elementary-school students in Singapore

Math achievement, stereotypes, and math self-concepts among elementary-school students in Singapore

Programming experience promotes higher STEM motivation among first-grade girls

Implicit Self-Stereotyping Under Eye Gaze: The Effects of Gaze Cues on Implicit Math Identity Among Women

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