Math-Gender Stereotypes in Elementary School Children

Abstract

A total of 247 American children between 6 and 10 years of age (126 girls and 121 boys) completed Implicit Association Tests and explicit self‐report measures assessing the association of (a) me with male (gender identity), (b) male with math (math–gender stereotype), and (c) me with math (math self‐concept). Two findings emerged. First, as early as second grade, the children demonstrated the American cultural stereotype that math is for boys on both implicit and explicit measures. Second, elementary school boys identified with math more strongly than did girls on both implicit and self‐report measures. The findings suggest that the math–gender stereotype is acquired early and influences emerging math self‐concepts prior to ages at which there are actual differences in math achievement.

Gender Differences in Children’s Math Self-Concept in the First Years of Elementary School

“…A possible reason for such differences might be that, even at this early stage of academic development, girls were confronted with culturally communicated messages stating that math is a "boys' affair and not so important for girls" (Dweck, 2007;Guiso, Monte, Sapienza, & Zingales, 2008;Steele, 2003). Recent findings suggest that gender differences in the math self-concept in school may stem from an already established gender bias that emerges in preschool even before math achievement can be measured (Cvencek et al, 2011). Interestingly, in our study the math self-concept of the girls declined stronger than that of the boys (despite no differences in actual math performance in both years).…”

“…As soon as they enter school, children get feedback from significant others, start to compare their own achievements to the achievements of other students (inter-individual comparison) and their own achievements in different domains (intraindividual comparison;Marsh, 1989). Moreover, children are confronted early on with gender stereotypes that might influence their self-concept and achievement (Cvencek, Meltzoff, & Greenwald, 2011;Dweck, 2007). The aim of this longitudinal study is to look for possible gender differences that might emerge in the formation of the math-related self-concept.…”

An examination of stereotype threat effects on girls’ mathematics performance.

“…They argued that these developmental requirements are all met by the time students begin middle school (ages 11-12). However, many of these factors likely emerge earlier, and gradually become more stable over the course of development (e.g., Cvencek, Meltzoff, & Greenwald, 2011;Levy & Carter, 1989;Nicholls, 1978).…”

Análisis de las motivaciones, apoyos y dificultades en formación inicial y permanente que tienen las mujeres en cursos de formación ocupacional

“…La orientación, por lo tanto, se manifiesta como un procedimiento de determinación de la elección educativa y profesional de las mujeres que está complementado por la socialización de género (Cvencek et al, 2011). Ésta última, se ejerce mediante una imposición simbólica continuada por la que las propias mujeres no son conscientes de la discriminación ejercida sobre ellas, sino que lo viven como elecciones libres: Las causas o dificultades que en mayor medida motivan el abandono de la educación formal en las mujeres, están relacionadas con factores familiares, económicos e individuales:…”

“…Por ejemplo, los estudios indican que el estereotipo de género según el cual los chicos están más preparados para las matemáticas que las chicas se adquiere en los primeros cursos de la escuela (Cvencek, Meltzoff y Greenwald, 2011). Las creencias interiorizadas según las cuales la mujer está poco capacitada para ejercer determinadas tareas, que Meyer, Cimpian y Leslie (2015) han denominado "Creencias de las capacidades específicas de campo", se asume como la causa de la baja representación de las mujeres en los ámbitos académicos y laborales relacionados con la ciencia, la ingeniería y las matemáticas.…”