Math-gender stereotypes and career intentions: an application of expectancy–value theory

What Ratio of Warmth to Competence Is Ideal for Likable Friends?

The current study aimed to test the perceivers' ratings of likability and their willingness to become friends with targets who have different ratios of warmth to competence. In Study 1, we recruited 106 females and 61 males. The results of Study 1 showed that perceivers were reluctant to become friends with targets that had extreme ratios of warmth to competence (0:5 or 5:0). In Study 2, we recruited 137 males and 164 females. The results of Study 2 showed that male perceivers were willing to become friends with a female target whose ratio of warmth to competence was 5:0 and unwilling to become friends with a male target whose ratio was 0:5. Female perceivers were unwilling to become friends with a female target whose ratio was 0:5. Moreover, participants were unwilling to choose targets with a ratio of 5:0 as partners in a competition context. These results could help researchers understand how the process of impression formation works when considering different ratios of warmth to competence.

The Relationship Between Gender Self-Stereotyping and Life Satisfaction: The Mediation Role of Relational Self-Esteem and Personal Self-Esteem

Individuals voluntarily internalize gender stereotypes and present personality characteristics and behaviors that conform to gender role requirements. The aim of the current study was to explore the reasons people internalize gender stereotypes. We conducted surveys with 317 college students in China to examine the relationship between gender self-stereotyping and life satisfaction. We also analyzed the mediating roles of relational self-esteem (RSE) and personal self-esteem (PSE) and the moderation role of gender. The results of path analysis showed that gender self-stereotyping directly affected life satisfaction and indirectly affected life satisfaction through RSE and PSE in a serial pattern; however, the serial mediation model was only significant in the male sample. Higher gender self-stereotyping was associated with male participants’ higher level of RSE and PSE and further correlated with higher life satisfaction. This study addressed the questions: “What are the benefits of gender self-stereotyping?” and “What are the major barriers to counter-stereotyping?” The results enrich our understanding of these issues, especially relative to the collectivist culture in China, and may be used to create more effective interventions to help people break through the stereotypes.

STEM gender stereotypes from early childhood through adolescence at informal science centers

Stereotypes about science, technology, engineering and mathematics (STEM) are associated with reduced STEM engagement amongst girls and women. The present study examined these stereotypes from early childhood through adolescence within informal science learning sites (ISLS; science museums, zoos, aquariums). Further, the study explored whether interactions with male or female educators influenced STEM stereotypes. Participants (n = 997, female = 572) were ISLS visitors in the UK and USA who either interacted with an educator, or no educator. With age participants were more likely to report that “both boys and girls” are “usually”, “should” be, and “can” be good at STEM. Independent of age, male participants reported that their own gender group “should” be good at STEM. Educator interactions did not influence stereotype responses. These results highlight early childhood as a key developmental window in which to challenge ideas about who can and should be proficient in STEM.

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Gender stereotypes about science, technology, engineering and mathematics (STEM) ability emerge in early childhood

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Adolescents are more likely to say that both boys and girls should, can and usually are good at STEM

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Boys are more likely than girls to say that their own gender group ‘should’ be good at STEM

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Stereotypes do not change based on an interaction with an educator (male or female) in an informal science learning site

Endorsing and Reinforcing Gender and Age Stereotypes: The Negative Effect on Self-Rated Leadership Potential for Women and Older Workers

Previous research has examined the impact of stereotypes on outcomes such as career progression and hiring decisions. We present a novel approach to examine the role of stereotypes in predicting self-rated leadership potential across gender and age groups. This research sheds light on the impact of leadership-incongruent and detrimental stereotypes about one's gender and age, for women and older workers, on self-ratings of leadership potential. Across three studies (total N = 640), correlational and experimental evidence shows differential effects of stereotypes about women (vs. men) and older (vs. younger) people on self-ratings of their own leadership potential. Results suggest that both gender and age stereotypes affect older workers more than their younger counterparts (Study 1). Specifically, effects on self-rated leadership potential at the intersectional level show that endorsement of stereotypes has opposite effects on older women to younger men (Study 1). Furthermore, stereotyped workplace cultures impacted women's and older worker's perceptions of job fit (Studies 2 and 3), also extending to job appeal for older workers (Study 3). Results are discussed in terms of career implications for both women and older workers, with a particular focus on older women, whose intersecting identities are leadership stereotype-incongruent.