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Luo Y, Chen X. The Impact of Math-Gender Stereotypes on Students' Academic Performance: Evidence from China. J Intell 2024; 12:75. [PMID: 39195122 DOI: 10.3390/jintelligence12080075] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/16/2024] [Revised: 07/25/2024] [Accepted: 07/31/2024] [Indexed: 08/29/2024] Open
Abstract
This study investigates the impact of math-gender stereotypes on students' academic performance using data from the China Education Panel Survey (CEPS), which surveyed nationally representative middle schools in China. Our sample comprises over 2000 seventh-grade students, with an average age of 13 and a standard deviation of 0.711. Among these students, 52.4% are male, and 47.6% are female. Employing a fixed effects model and instrumental variable, our findings are as follows. First, over half of the male students believe that boys are better at math than girls, and they also perceive that their parents and society hold the same belief. In contrast, fewer than half of the female students hold this belief or perception. Intriguingly, among these students, female math performance surpasses that of males. Second, stereotypes hinder female math performance, especially among low-achieving ones, while benefiting high-achieving male students. Finally, perceptions of societal stereotypes have the greatest effect on math performance, followed by self-stereotypes and perceptions of parental stereotypes. Understanding the implications of these findings highlights the importance of addressing math-gender stereotypes to promote equal participation and success for both genders in STEM fields.
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Affiliation(s)
- Yilei Luo
- School of Economics, Renmin University of China, Beijing 100872, China
| | - Xinqi Chen
- School of Economics, Renmin University of China, Beijing 100872, China
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Xie Y, Wang J, Li S, Zheng Y. Research on the Influence Path of Metacognitive Reading Strategies on Scientific Literacy. J Intell 2023; 11:jintelligence11050078. [PMID: 37233327 DOI: 10.3390/jintelligence11050078] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/30/2023] [Revised: 03/18/2023] [Accepted: 04/19/2023] [Indexed: 05/27/2023] Open
Abstract
This study aims to examine influence paths of three metacognitive reading strategies (metacognitive understanding and remembering strategies, metacognitive summarizing strategies and metacognitive assessing credibility strategies) on scientific literacy, mediated by reading self-efficacy and reading literacy. The dataset included 11,420 15-year-old students from four Chinese provinces (Beijing, Shanghai, Jiangsu and Zhejiang) who took part in the Programme for International Student Assessment (PISA) in 2018. The results of structural equation model showed that metacognitive assessing credibility strategies had the greatest effect on the scientific literacy, and reading literacy played an important mediating role in the relationship between the three metacognitive reading strategies and scientific literacy. The results of the multi-group structural equation model indicated that there were significant differences in influence pathways between boys and girls, and that the reading self-efficacy of boys and girls played a different role in the impact of metacognitive summarizing strategies on scientific literacy. This study reveals the mechanism and gender difference of metacognitive reading strategies on the scientific literacy.
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Affiliation(s)
- Yong Xie
- Research Institute of Science Education, Faculty of Education, Beijing Normal University, No.19, Xinjiekouwai Str., Haidian District, Beijing 100875, China
| | - Jingying Wang
- Research Institute of Science Education, Faculty of Education, Beijing Normal University, No.19, Xinjiekouwai Str., Haidian District, Beijing 100875, China
| | - Siqi Li
- College of Education for the Future, Beijing Normal University, 18 Jinfeng Rd, Xiangzhou District, Zhuhai 519087, China
| | - Yonghe Zheng
- Research Institute of Science Education, Faculty of Education, Beijing Normal University, No.19, Xinjiekouwai Str., Haidian District, Beijing 100875, China
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How Gender Stereotypes of Students and Significant Others are Related to Motivational and Affective Outcomes in Mathematics at the End of Secondary School. CONTEMPORARY EDUCATIONAL PSYCHOLOGY 2023. [DOI: 10.1016/j.cedpsych.2023.102161] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/28/2023]
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SHCHERBAN TETIANA, BRETSKO ІRYNA, VARGA VIKTORIYA. Formation of Stereotypes of Human Behaviour under the Influence of Childhood Fears. SCIENTIFIC BULLETIN OF MUKACHEVO STATE UNIVERSITY SERIES “PEDAGOGY AND PSYCHOLOGY” 2022. [DOI: 10.52534/msu-pp.8(4).2022.9-17] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 01/20/2023]
Abstract
The relevance of the study is due to the presence of a relationship that occurs between the emotional and intellectual development of the individual. Negative changes in the process of emotional development of a person lead to the fact that they are unable to use other structures, in particular, intelligence, and therefore develop harmoniously. As a basic emotion, fear is an integral part of the emotional field, as is the emotion of joy, sadness, and anger. Fear performs a protective function, but it also destroys the individual if it is irrational. The emotion of fear, arising in childhood, can be fixed and transformed into more acute manifestations, that is, into phobic disorders. Personality is formed under the influence of society, so a very important role in its development is played by models of upbringing in the family and those attitudes and prescriptions that a person learns from childhood. In adulthood, these patterns are manifested in the form of stereotypical behaviour, which substantially affects a person’s quality of life. Therefore, it is important to clarify how childhood fears can affect the individual in adulthood. The purpose of this study is to establish a link between childhood fears and stereotypical behaviour. A number of methods and techniques were used to achieve this goal, including theoretical (analysis, synthesis, generalisation) and practical (D. McLain’s general tolerance for uncertainty scale; tolerance-intolerance of ambiguity questionnaire by T.V. Kornilova; questionnaire of childhood fears). The results of the study show that in the case when a person cannot safely live through fears as a child, they have an impact on the psychological well-being of the individual, which encourages the formation of psychological problems. It is proved that as a result of gender stereotypes in education, male and female fears formed in childhood differ markedly. Therewith, it is noted that certain stereotypes have a positive meaning in a person’s life if they do not suppress their psychological development. The research materials will be useful for practical psychologists in the education and social fields, and teachers
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Gender stereotypes: implicit threat to performance or boost for motivational aspects in primary school? SOCIAL PSYCHOLOGY OF EDUCATION 2022. [DOI: 10.1007/s11218-022-09693-8] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/18/2022]
Abstract
AbstractBased on stereotype threat and stereotype lift theory, this study explores implicit stereotype threat effects of gender stereotypes on the performance of primary school children in mathematics. Moreover, effects of implicit gender stereotypical cues (gender-specific task material) on motivational aspects were explored, which have revealed mixed results in stereotype threat research in the past. N = 151 German primary school children (47.7% female; mean age: M = 9.81, SD = 0.60) calculated either stereotypical or neutral mathematical text problems before motivational aspects were assessed. Contradicting our expectations, results neither revealed a stereotype threat effect on girls’ performance nor a lift effect on the boys. Instead, girls calculating stereotypical tasks outperformed girls in the control group, whereas boys’ performance did not significantly differ compared to the control group. Regarding motivational aspects, only traditional gender differences emerged as girls reported significantly more pressure and tension calculating the mathematical tasks. The discussion focuses on the way in which stereotypes can affect children’s cognitive performance and in turn, their mathematical performance.
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Han J, Usher EL, Brown CS. Trajectories in quantitative and humanities self-efficacy during the first year of college. LEARNING AND INDIVIDUAL DIFFERENCES 2021. [DOI: 10.1016/j.lindif.2021.102054] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/29/2022]
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Riegle-Crumb C, Peng M. Examining High School Students' Gendered Beliefs about Math: Predictors and Implications for Choice of STEM College Majors. SOCIOLOGY OF EDUCATION 2021; 94:227-248. [PMID: 39006227 PMCID: PMC11244759 DOI: 10.1177/00380407211014777] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 07/16/2024]
Abstract
Utilizing the High School Longitudinal Study, a nationally representative sample of U.S. high school students, this study investigates the factors that predict different beliefs about gendered math ability and the potential consequences for students' choices to enter gender-segregated science, technology, engineering, and mathematics (STEM) majors in college. Among other results, analyses reveal that while about 25 percent of students report a traditionally stereotypical belief in male superiority, about 20 percent report a counter-stereotypical belief in female superiority; among female students, such beliefs are more common among black students. Further, models reveal a robust association between holding counter-stereotypical beliefs and the likelihood that women choose biological science majors, which are female dominated, compared to non-STEM fields. Among men, holding counter-stereotypical beliefs is associated with a lower likelihood of majoring in physical science, computer science, math, and engineering fields, which are strongly male dominated, versus non-STEM fields. Implications for gender inequality in STEM fields are discussed.
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Affiliation(s)
| | - Menglu Peng
- University of Texas at Austin, Austin, TX, USA
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Tse S, Tung VWS. Residents' discrimination against tourists. ANNALS OF TOURISM RESEARCH 2021; 88:103060. [PMID: 33041399 DOI: 10.1080/09669582.2020.1860995] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/11/2020] [Revised: 08/19/2020] [Accepted: 08/23/2020] [Indexed: 05/22/2023]
Affiliation(s)
- Serene Tse
- School of Hotel and Tourism Management, The Hong Kong Polytechnic University, 17 Science Museum Road, Tsim Sha Tsui East, Kowloon, Hong Kong
| | - Vincent Wing Sun Tung
- School of Hotel and Tourism Management, The Hong Kong Polytechnic University, 17 Science Museum Road, Tsim Sha Tsui East, Kowloon, Hong Kong
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Sicard A, Martinot D, Toczek-Capelle MC. The academic success of boys and girls as an identity issue in gender relations: when the most threatened is not the one expected. THE JOURNAL OF SOCIAL PSYCHOLOGY 2021; 162:1-22. [PMID: 33848211 DOI: 10.1080/00224545.2021.1902921] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/25/2020] [Accepted: 02/27/2021] [Indexed: 10/21/2022]
Abstract
The present research aims to determine whether girls' higher academic achievement, which should grant them a higher academic status than boys, could prevent them from experiencing social-identity threat on this dimension. Because they fear situations questioning their superiority, we argue that an unfavorable intergroup comparison would be more threatening for the high-status, rather than low-status, group on the dimension of academic achievement. Two studies were conducted, respectively, in high school, where girls should represent the high-status group (Study 1), and middle school, where students might perceive their own group as the high-status group (Study 2). Although both middle-school and high-school students perceived girls as the high-status group, they appraised the outgroup superiority differently. Indeed, it had more impact on girls' perceived threat and boys' perceived challenge in high school (Study 1), but not in middle school (Study 2). The results, however, did not show significant impact of context on performance.
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Vuletich HA, Kurtz-Costes B, Cooley E, Payne BK. Math and language gender stereotypes: Age and gender differences in implicit biases and explicit beliefs. PLoS One 2020; 15:e0238230. [PMID: 32898854 PMCID: PMC7478909 DOI: 10.1371/journal.pone.0238230] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/18/2019] [Accepted: 08/12/2020] [Indexed: 11/29/2022] Open
Abstract
In a cross-sectional study of youth ages 8-15, we examined implicit and explicit gender stereotypes regarding math and language abilities. We investigated how implicit and explicit stereotypes differ across age and gender groups and whether they are consistent with cultural stereotypes. Participants (N = 270) completed the Affect Misattribution Procedure (AMP) and a survey of explicit beliefs. Across all ages, boys showed neither math nor language implicit gender biases, whereas girls implicitly favored girls in both domains. These findings are counter to cultural stereotypes, which favor boys in math. On the explicit measure, both boys' and girls' primary tendency was to favor girls in math and language ability, with the exception of elementary school boys, who rated genders equally. We conclude that objective gender differences in academic success guide differences in children's explicit reports and implicit biases.
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Affiliation(s)
- Heidi A. Vuletich
- Department of Psychological and Brain Sciences, Indiana University Bloomington, Bloomington, Indiana, United States of America
| | - Beth Kurtz-Costes
- Department of Psychology and Neuroscience, University of North Carolina at Chapel Hill, Chapel Hill, North Carolina, United States of America
| | - Erin Cooley
- Department of Psychological and Brain Sciences, Colgate University, Hamilton, New York, United States of America
| | - B. Keith Payne
- Department of Psychology and Neuroscience, University of North Carolina at Chapel Hill, Chapel Hill, North Carolina, United States of America
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Husky MM, Salamon R, Bitfoi A, Carta MG, Chan Chee C, Goelitz D, Koç C, Lesinskiene S, Mihova Z, Otten R, Pez O, Shojaei T, Kovess-Masfety V. Self-reported mental health problems and performance in mathematics and reading in children across Europe. EUROPEAN JOURNAL OF DEVELOPMENTAL PSYCHOLOGY 2020. [DOI: 10.1080/17405629.2020.1728247] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/25/2022]
Affiliation(s)
- Mathilde M. Husky
- Laboratoire de Psychologie EA4139, Université de Bordeaux, Bordeaux, France
| | - Reda Salamon
- Inserm U1219, Université de Bordeaux, Bordeaux, France
| | - Adina Bitfoi
- The Romanian League for Mental Health, Bucharest, Romania
| | - Mauro Giovanni Carta
- Centro di Psichiatria di Consulenza e Psicosomatica, Azienda Ospedaliero Universitaria di Cagliari, Cagliari, Italy
| | - Christine Chan Chee
- Department of Chronic Disease and Trauma, Institut de Veille Sanitaire, Paris, France
| | - Dietmar Goelitz
- Institute of Psychology, University of Koblenz-Landau (Campus Koblenz), Koblenz, Germany
| | - Ceren Koç
- Yeniden Health and Education Society, Istanbul, Turkey
| | - Sigita Lesinskiene
- Clinic of Psychiatry, Institute of Clinical Medicine, Faculty of Medicine, Vilnius University, Vilnius, Lithuania
| | | | - Roy Otten
- Behavioural Science Institute, Radboud University Nijmegen, Pluryn, Research & Development, Nijmegen, The Netherlands
| | - Ondine Pez
- EHESP Rennes, Sorbonne Paris Cite, Paris, France
| | - Taraneh Shojaei
- Screening and Prevention Bureau, SDS/DASES, Mairie de Paris, Paris, France
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Muntoni F, Wagner J, Retelsdorf J. Beware of Stereotypes: Are Classmates' Stereotypes Associated With Students' Reading Outcomes? Child Dev 2020; 92:189-204. [PMID: 32100295 DOI: 10.1111/cdev.13359] [Citation(s) in RCA: 11] [Impact Index Per Article: 2.8] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/29/2022]
Abstract
This study examined the associations between classmates' reading-related gender stereotypes and students' reading self-efficacy, self-concept, motivation, and achievement. Our sample consisted of 1,508 fifth-grade students (49% girls; age: 10.89 years); data were collected at two time points. Multilevel analyses yielded two main results: First, there was a relation between students' individual reading-related gender stereotypes and their reading self-concept, self-efficacy, and motivation with boys experiencing negative and girls experiencing positive effects. Second, a contextual effect was found: after controlling for students' individual reading-related gender stereotypes, classmates' gender stereotypes were negatively related to all of the boys' reading outcomes. The results provide evidence for the assumption that classmates are important communicators of gender stereotypes and that they reinforce conforming behaviors.
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