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ERIC Number: EJ939095
Record Type: Journal
Publication Date: 2011-Oct
Pages: 32
Abstractor: As Provided
ISSN: ISSN-0002-8312
Implicit Social Cognitions Predict Sex Differences in Math Engagement and Achievement
Nosek, Brian A.; Smyth, Frederick L.
American Educational Research Journal, v48 n5 p1125-1156 Oct 2011
Gender stereotypes about math and science do not need to be endorsed, or even available to conscious introspection, to contribute to the sex gap in engagement and achievement in science, technology, engineering, and mathematics (STEM). The authors examined implicit math attitudes and stereotypes among a heterogeneous sample of 5,139 participants. Women showed stronger implicit negativity toward math than men did and equally strong implicit gender stereotypes. For women, stronger implicit math=male stereotypes predicted greater negativity toward math, less participation, weaker self-ascribed ability, and worse math achievement; for men, those relations were weakly in the opposite direction. Implicit stereotypes had greater predictive validity than explicit stereotypes. Female STEM majors, especially those with a graduate degree, held weaker implicit math=male stereotypes and more positive implicit math attitudes than other women. Implicit measures will be a valuable tool for education research and help account for unexplained variation in the STEM sex gap. (Contains 8 notes, 1 figure, and 5 tables.)
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
IES Cited: ED560919