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ERIC Number: EJ1146806
Record Type: Journal
Publication Date: 2017-Jun
Pages: 17
Abstractor: As Provided
ISSN: ISSN-1381-2890
Children's Implicit and Explicit Gender Stereotypes about Mathematics and Reading Ability
Nowicki, Elizabeth A.; Lopata, Joel
Social Psychology of Education: An International Journal, v20 n2 p329-345 Jun 2017
Study objectives were to clarify children's gender-based implicit and explicit mathematics and reading stereotypes, and to determine if implicit and explicit measures were related or represented distinct constructs. One hundred and fifty-six boys and girls (mean age 11.3 years) from six elementary schools completed math or reading stereotype measures. Results for the implicit measures showed that children believed their own gender was superior in mathematics ability, and that girls but not boys believed that girls were better in reading. Explicit measures revealed that girls but not boys believed they were superior at math, and that girls and boys believed girls were better readers than boys. Implicit and explicit measures were not related. Results are discussed in relation to previous studies on children's mathematics and reading gender stereotypes and large scale tests of mathematics and reading achievement. Educational and research implications are discussed.
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A