Latina and European American Girls’ Experiences with Academic Sexism and their Self-Concepts in Mathematics and Science During Adolescence

Abstract

The study investigated Latina and European American adolescent girls’ (N = 345, M = 15.2 years, range = 13 to 18) experiences with academic sexism in mathematics and science (M/S) and their M/S perceived competence and M/S value (liking and importance). M/S academic sexism was based on girls’ reported experiences hearing sexist comments about girls’ abilities in math and science. Older European American adolescents, and both younger and older Latina adolescents, who experienced several instances of academic sexism felt less competent in M/S than girls who experienced less sexism (controlling for M/S grades). In addition, among older girls (regardless of ethnicity), those who experienced several instances of academic sexism valued M/S less than girls who experienced less sexism.

A Study on Gendered Portrayals in Children's Informational Books with Scientific Content

“…For instance, Christia Spears Brown and Campbell Leaper investigated 345 adolescent girls between the ages of 13 and 18, surveying them about their experiences with academic sexism, their perceived ability in the science and math subject areas and also the value they saw in these subject areas. They found that the younger girls had higher grades in math and science, and also a greater perceived competence in the subjects than the older girls (Brown & Leaper, 2010). They concluded that by the time girls enter later adolescence (16-18 years old), the importance they place on math and science may be negatively affected by the negative comments they have experienced about their own abilities, since the older girls were more likely to understand sexist comments or were experiencing its cumulative effects over a period of years (Brown & Leaper, 2010).…”

Sexism and Aggression in Adolescence—How Do They Relate to Perceived Academic Achievement?

“…Likewise, scholars have found an association between sexist attitudes and poor academic achievement [3,35]. The influence of a sexist social and familial environment means that women are less likely than men to enrol in higher education courses that are highly specialized and highly qualified.…”

“…The influence of a sexist social and familial environment means that women are less likely than men to enrol in higher education courses that are highly specialized and highly qualified. Studies report these tendencies in Canada [5], the United States [3,36], and Spain [37]. Sexist environments affect women's expectations of having a career and encourage women to take on traditional, family-focused roles.…”

“…Scholars have found gender differences in academic achievement, with girls performing better than boys [1,2], and negative relationships between sexism and academic achievement [3][4][5]. These relationships hold mainly for adolescent girls who live in traditional environments where women are responsible for most domestic chores [3][4][5].…”

“…These relationships hold mainly for adolescent girls who live in traditional environments where women are responsible for most domestic chores [3][4][5]. In today's society, sexist attitudes are common among adolescents [5][6][7].…”