New Perspectives on the Gender Stereotyping of Mathematics

Forgasz, Helen; Leder, Gilah C.; Kloosterman, Peter

doi:10.1207/s15327833mtl0604_2

Cited by 56 publications

(45 citation statements)

References 37 publications

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“…On the one hand, regarding gender stereotyping, men are typically perceived as more knowledgeable, stronger, and more competent with regard to the domain used in the current study, namely Mathematics (Forgasz et al 2004). Hence, learners should be more motivated to listen to a male speaker and put more effort toward sense-making activities, which, in turn, should improve learning outcomes.…”

Section: Hypothesesmentioning

confidence: 88%

The speaker/gender effect: does the speaker’s gender matter when presenting auditory text in multimedia messages?

Linek

Gerjets²,

Scheiter

2009

Instr Sci

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Current cognitive multimedia design theories provide several guidelines on how to integrate verbal and pictorial information. However, the recommendations for the design of auditory texts (narrations) are still fragmentary, especially with regard to the characteristics of the voices used. In the current paper, a fundamental question is addressed, namely, whether to use a male or a female speaker. In two experiments, learners studied dynamic visualizations on probability theory that were accompanied by narrations. The learner's gender and the speaker's gender served as between-subjects variables. In the first study, learners were randomly assigned to speakers of different gender. In the second study, learners could choose among different speakers. The results show that learners achieved better learning outcomes when the narration was presented by a female speaker rather than a male speaker irrespective of the learner's gender (speaker/gender effect). Being given the choice, learners preferred female speakers, but this individual preference had no impact on learning outcomes. The results suggest augmenting purely cognitive approaches to multimedia design by social-motivational assumptions.

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Section: Hypothesesmentioning

confidence: 88%

The speaker/gender effect: does the speaker’s gender matter when presenting auditory text in multimedia messages?

Linek

Gerjets²,

Scheiter

2009

Instr Sci

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“…In contrast, no such effects were found for grade 4-6 students who observed a male or female model solving fraction problems . Although mathematical tasks are typically more associated with males than females (Forgasz et al 2004;Stewart-Williams 2002), young children do not yet seem to hold this association, which becomes stronger during adolescence (Steffens et al 2010; see also Ceci et al 2014). In other words, the 10 year olds in the study by Schunk et al (1987) More recent studies also suggest mixed findings, however.…”

Section: Model-observer Similaritymentioning

confidence: 95%

“…Based on the model-observer similarity hypothesis, we could expect novice learners to identify more with a same-gender model relative to an opposite-gender one and therefore show cognitive and affective benefits when learning from a same-gender model (Schunk 1987). However, based on research with animated pedagogical agents (e.g., Arroyo et al 2009;Moreno et al 2002) and dynamic visualizations with a voice-over (Lee et al 2007; Rodicio 2012), we might expect that novices benefit more from a male model than a female model because mathematical tasks are associated more with males than females (Forgasz et al 2004;Stewart-Williams 2002). Moreover, because the confidence that learners have in their own capabilities is associated with how much effort they invest (Bandura 1977;Salomon 1983Salomon , 1984, differences in perceived capabilities across conditions could affect how much mental effort students invest during example study.…”

Section: The Present Studymentioning

confidence: 99%

Learning from video modeling examples: does gender matter?

2015

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Online learning from video modeling examples, in which a human model demonstrates and explains how to perform a learning task, is an effective instructional method that is increasingly used nowadays. However, model characteristics such as gender tend to differ across videos, and the model-observer similarity hypothesis suggests that such characteristics may affect learning. Therefore, this study investigated whether the effectiveness of learning how to solve a probability calculation problem from video modeling examples would vary as a function of the model's and observer's gender. In a 2 (Model: Female/Male) 9 2 (Observer: Female/Male) between-subject design, 167 secondary education students learned how to solve probability calculation problems by observing video modeling examples. Results showed no effects of Model or Observer gender on learning and near transfer. Male students reported higher self-efficacy than female students. Compared to a female model, observing a male model enhanced perceived competence more from pretest to posttest, irrespective of observers' gender. Furthermore, learning from a male model was less effortful and more enjoyable for male students than for female students. These results suggest that gender of both model and observer can matter in terms of affective variables experienced during learning, and that instructional designers may want to consider this when creating (online) learning environments with video modeling examples.

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“…Gender-linked stereotypes of domain-related abilities are a plausible candidate for explaining the discrepancy between gender differences found for achievement and those for emotions. It might be that domain-related beliefs and stereotypes directly influence girls' and boys' academic self-perceptions in mathematics, over and above the information provided by formal feedback of achievement in terms of grades (e.g., Davies & Spencer, 2005;Forgasz, Leder, & Kloosterman, 2004; see also Goetz, Frenzel, Hall, & Pekrun, in press, for a similar argumentation). For example, females often think they have to work harder than boys to achieve good results in mathematics (Lupart, Cannon, & Telfer, 2004).…”

Section: Gender Differences In Mean Levels Of Experienced Emotionsmentioning

confidence: 99%

Girls and mathematics —A “hopeless” issue? A control-value approach to gender differences in emotions towards mathematics

Frenzel¹,

Pekrun²,

2007

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New Perspectives on the Gender Stereotyping of Mathematics

Cited by 56 publications

References 37 publications

The speaker/gender effect: does the speaker’s gender matter when presenting auditory text in multimedia messages?

The speaker/gender effect: does the speaker’s gender matter when presenting auditory text in multimedia messages?

Learning from video modeling examples: does gender matter?

Girls and mathematics —A “hopeless” issue? A control-value approach to gender differences in emotions towards mathematics

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