Gender Stereotypes in the Family

Nicoletti, Cheti; Sevilla, Almudena; Tonei, Valentina

doi:10.2139/ssrn.4294398

Cited by 2 publications

(3 citation statements)

References 72 publications

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“…Consequently, this shift in perception may lead boys from more traditional families, who previously exhibited lower math performance, to have an increased math performance, following some sort of self-fulfilling prophecy -"boys are gifted in math", thereby compensating the general effect of GFO on performance for boys, and generating a gender gap in mathematics in more traditional families. This is consistent with other studies showing a contribution of parental gender bias to gender math differences (Nicoletti et al, 2022).…”

Section: Cc-bysupporting

confidence: 93%

“…For instance, parents' gender schemas may influence their children's own schemas (Tenenbaum & Leaper, 2002). Furthermore, parents seem to influence girls' (but not boys') confidence in their mathematics ability (Carlana & Corno, 2022), and parents' gender-stereotyped beliefs about their child's skills are related to the gender gap in mathematics (Nicoletti et al, 2022) and potentially even to early gender differences in mental rotation performance (Constantinescu et al, 2018).…”

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confidence: 99%

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The association between children’s gender socialization and sex differences in mathematics

Gurgand,

Renac,

Peyre

et al. 2024

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This study investigates the impact of gender socialization on early mathematics gender gaps, focusing on children's gendered activities and parental roles. Analyzing data from over 4,000 children (50% girls), we observe that less traditionally organized households correlate with higher preschool academic achievement, irrespective of income or parental education. However, by 1st-grade (Mage=6.6), boys' math performance becomes independent of family organization, widening gender gaps favoring boys in traditionally structured families. These findings suggest that family environment contributes to math gender differences. However, traditional family organizations do not necessarily lead to gender-stereotypical activities in children. Furthermore, sex differences in 1st-grade math scores were not mediated by differences in gendered activities.

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Section: Cc-bysupporting

confidence: 93%

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confidence: 99%

The association between children’s gender socialization and sex differences in mathematics

Gurgand,

Renac,

Peyre

et al. 2024

Preprint

View full text Add to dashboard Cite

show abstract

“…Nevertheless, there are plausible and well-identified environmental factors at play. Parents' beliefs about boys' and girls' capacities, and attitudes towards them can impact gender differences in mathematics, as well as girls' sensitivity to the stereotype threat (Nicoletti et al, 2022;Tomasetto et al, 2011). School environments, including teachers' gender stereotypes (Carlana, 2019), differing interactions favoring boys (Bassi et al, 2018), and distinct feedback to boys and girls (Charousset & Monnet, 2022), may also contribute to gender differences in math.…”

Section: Introductionmentioning

confidence: 99%

Teachers’ gender and disciplinary background contribute to early sex differences in mathematics

Gurgand,

Peyre,

Ramus

2023

Preprint

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This study explores the influence of teachers’ characteristics (gender, disciplinary background, educational attainment, age and experience) on gender differences in mathematics achievement, at the earliest stage at which they appear (first grade), based on 3,800 teacher-student dyads. Although we don’t find direct effects of these characteristics, there is an effect of teachers’ disciplinary background that differs between male and female teachers. Students taught by a male teacher show larger sex differences when the teacher has a scientific background than when he hasn’t. This suggests that merely examining the impact of gender or disciplinary background in isolation falls short of capturing the complete influence of teachers' characteristics on students' sex differences in mathematics. These effects are specific to mathematics in 1stgrade, as they were found neither in mathematics in preschool (when sex differences are absent), nor in literacy. This is further interpreted in relation to teachers’ gender stereotypes and practices.

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Gender Stereotypes in the Family

Cited by 2 publications

References 72 publications

The association between children’s gender socialization and sex differences in mathematics

The association between children’s gender socialization and sex differences in mathematics

Teachers’ gender and disciplinary background contribute to early sex differences in mathematics

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