Implicit math-gender stereotype present in adults but not in 8th grade

A Collector Deceives-About the Ways of Deceiving Women by Men and Men by Women as far as Spending Money on Collecting Items Is Concerned

The presented research shows that neither women nor men are honest with their partners when informing them about the amount of money spent on collecting items. Their behaviour may show signs of addiction to collecting. Men in comparison to women spend more and are less likely to lower the amounts of money spent on collected items. Those who earn more spend more on their collections. Women and men also use different techniques of hiding their expenses. Women do not inform about their expenses using denying techniques (such as saying that it was bought/borrowed a long time ago, etc.), whereas men inform about expenses but use preventive techniques (such as exchange). What is more, men tend to use a technique of lowering real costs "by a given amount", whilst women use a technique "up to a given amount"; that is, they inform that they did not spend more than a given amount. In addition, the partners of collectors are aware that they are being cheated. On the other hand, collectors see the motivation for their lies in the misunderstanding of the hobby by their partners.

Math and language gender stereotypes: Age and gender differences in implicit biases and explicit beliefs

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.