ERIC Number: EJ928911
Record Type: Journal
Publication Date: 2011
Abstractor: As Provided
Reference Count: 0
Math-Gender Stereotypes in Elementary School Children
Cvencek, Dario; Meltzoff, Andrew N.; Greenwald, Anthony G.
Child Development, v82 n3 p766-779 May-Jun 2011
A total of 247 American children between 6 and 10 years of age (126 girls and 121 boys) completed Implicit Association Tests and explicit self-report measures assessing the association of (a) "me" with "male" (gender identity), (b) "male" with "math" (math-gender stereotype), and (c) "me" with "math" (math self-concept). Two findings emerged. First, as early as second grade, the children demonstrated the American cultural stereotype that math is for boys on both implicit and explicit measures. Second, elementary school boys identified with math more strongly than did girls on both implicit and self-report measures. The findings suggest that the math-gender stereotype is acquired early and influences emerging math self-concepts prior to ages at which there are actual differences in math achievement.
Descriptors: Elementary School Students, Sex Stereotypes, Tests, Measures (Individuals), Self Concept, Mathematics Skills, Mathematics Achievement, Student Attitudes, Correlation
Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: email@example.com; Web site: http://www.wiley.com/WileyCDA/
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Education
Authoring Institution: N/A