Gender Stereotypes about Mathematics and Science and Self-Perceptions of Ability in Late Childhood and Early Adolescence

Kurtz‐Costes, Beth; Rowley, Stephanie J.; Harris-Britt, April; Woods, Taniesha A.

doi:10.1353/mpq.0.0001

Cited by 111 publications

(119 citation statements)

References 37 publications

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Section: Discussionsupporting

confidence: 90%

“…This finding is consistent with claims made by Kurtz-Costes, Rowley, Harris-Britt, and Woods (2008), Leaper and Van (2008), and Vantieghem, Vermeersch, and Van Houtte (2014). Research on socialization process has consistently found that the effects of gender identity differ for high-status groups (males) versus low-status groups (females) (Kurtz-Costes et al 2008). Kurtz-Costes et al (2008) note that males typically tend to perceive greater social support for masculine domains and expect to be more successful than females in domains perceived to be suitable for males (math, physics, computer technology, sports) (Martinot and Desert 2007).…”

Section: Discussionsupporting

confidence: 85%

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Relationship between gender identity, perceived social support for using computers, and computer self-efficacy and value beliefs of undergraduate students

et al. 2015

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This study investigated relationship between gender identity, social support for using computers and computer self-efficacy and value beliefs. Data was collected from first year undergraduate students at a university near Bangkok (72.3 % females, mean age=18.52 years). The respondents in our survey did not intend to major in computer sciences. Results show parental and peer support for using computers were positively associated with computer self-efficacy and value beliefs for both males and females. Gender typicality was positively associated with the level of computer self-efficacy for males and personal endorsement of gender-stereotypes was negatively associated with the level of computer self-efficacy for females. Students who responded Byes^to whether they would pursue employment in a job that may require them to work with computers reported significantly higher computer self-efficacy and value for using computers than students who responded Bno^or Bundecided^. Gender role socialization and expectancy-value theories are used to interpret group differences in computer self-efficacy and value beliefs.

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Section: Discussionsupporting

confidence: 90%

Section: Discussionsupporting

confidence: 85%

Relationship between gender identity, perceived social support for using computers, and computer self-efficacy and value beliefs of undergraduate students

et al. 2015

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“…Zudem werden die Leistungen von Jungen fachübergreifend eher der Begabung, die der Mädchen eher dem Fleiß zugeschrieben (Dresel et al 2007;Räty et al 2002). Auch wurde nachgewiesen, dass sich geschlechterstereotype Begabungseinschätzungen der Eltern auf die fachspezifischen Selbstwirksamkeitsüberzeugungen, Leistungsattributionen und Interessen der Kinder auswirken (Dresel et al 2007;Kurtz-Costes et al 2008 (Räty et al 2002).…”

Section: Forschungsstandunclassified

“…Sie schreiben ihren Kindern teilweise geschlechterstereotype Begabungen zu, die sich in fachspezifischen Selbstkonzepten und Selbstwirksamkeitsüberzeugungen niederschlagen (vgl. Dresel et al 2007;Kurtz-Costes et al 2008). Ob sich solche elterlichen Zuschreibungen über Sozialisationsprozesse und "gatekeeping" auch auf die Berufswahl auswirken, ist allerdings noch kaum untersucht worden.…”

Section: Introductionunclassified

Geschlechtstypische Berufswahl: Begabungszuschreibungen, Aspirationen und Institutionen

Buchmann¹,

Kriesi²

2012

Kölner Zeitschrift Für Soziologie Und Sozialpsychologie

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“…Girls' perceptions of their math ability levels were lower than boys' perceptions, and girls' gender-group competence ratings were not related to their self-perceptions. (Good et al, 2003;Huguet & Regner, 2007Kurtz-Costes et al, 2008).…”

Section: Math Gender Stereotypesmentioning

confidence: 99%

Classroom learning environment and gender : do they explain math self-efficacy, math outcome expectations, and math interest during early adolescence?

Deacon¹

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Dr. Marie F. ShoffnerDespite initiatives to increase and broaden participation in science, technology, engineering, and mathematics (STEM) fields, women remain underrepresented in STEM.While U.S. girls and women perform as well as, if not better, than boys and men in math, research results indicate that there are significant declines in girls' math self-efficacy, interest, and ambition as early as middle school. These decreases are associated with awareness of negative stereotypes viewing math as a predominately male domain. The classroom is one context for developing self-efficacy beliefs and gender-role stereotypes.The purpose of this quantitative study is to examine the role that students' perceptions of the academic and emotional support provided by their math teacher has on adolescents' math self-efficacy, math outcome expectations, and math interest. Social Cognitive Career Theory provides a theoretical framework for the study. Researchers collected data used for this study through a larger study (NSF grant #0624724). Data was collected from 230 students in sixth, eighth, and 10th grade to answer the research questions.Items from the Beliefs, Belong, and Behavior Survey provide measures for students' perceptions of Math Learning Environment, Math Self-Efficacy, Math Outcome Expectations, and Math Interest. The results of the study found that the relationships among math learning environment, specifically students' perceptions of the academic and emotional support provided by their math teacher, and the other SCCT variables were as predicted by the modified SCCT model. Students' perceptions of the academic and emotional support provided by their math teacher influences their math self-efficacy, math outcome expectations, and math interest. There were gender differences observed in the fit the modified SCCT model. Leaming environment influenced the expected outcomes of taking advanced math courses differently for boys and girls. There were also gender differences in students' perceptions of teacher support, math self-efficacy, math outcome expectations, and math interest, with the greatest differences found between sixth grade girls and the other gender-grade groups. Finally, there was a relationship between girls' perceptions of the effect that taking math courses would have on relationships and their math interest, a relationship not observed in boys. Implications for researchers and practitioners are provided.This dissertation is dedicated to my children, grandchildren, and parents. Without yo14 I would not be where I am standing today. I love you with all my heart! lV Counselor Education

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Gender Stereotypes about Mathematics and Science and Self-Perceptions of Ability in Late Childhood and Early Adolescence

Cited by 111 publications

References 37 publications

Relationship between gender identity, perceived social support for using computers, and computer self-efficacy and value beliefs of undergraduate students

Relationship between gender identity, perceived social support for using computers, and computer self-efficacy and value beliefs of undergraduate students

Geschlechtstypische Berufswahl: Begabungszuschreibungen, Aspirationen und Institutionen

Classroom learning environment and gender : do they explain math self-efficacy, math outcome expectations, and math interest during early adolescence?

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