This study explored the effects of implicit gender–math stereotyping on women's math self-efficacy and mathematics performance under stereotype threat and stereotype lift conditions. It was conducted with a sample of female undergraduate students enrolled in an introductory statistics course. Results showed that girls with implicit gender–math stereotype were sensitive to a stereotype threat-lift manipulation, whereas girls with weak implicit stereotype were not. Data suggest that implicit gender–math stereotyping acts as a critical variable in determining women's math self-efficacy and performance. These findings give some suggestions about the improvement of the teaching of math and related disciplines to female students.

Implicit gender–math stereotype and women's susceptibility to stereotype threat and stereotype lift / Giulia Franceschini;Silvia Galli;Francesca Chiesi;Caterina Primi. - In: LEARNING AND INDIVIDUAL DIFFERENCES. - ISSN 1041-6080. - STAMPA. - (2014), pp. 1-5. [10.1016/j.lindif.2014.03.020]

Implicit gender–math stereotype and women's susceptibility to stereotype threat and stereotype lift

GALLI, SILVIA;CHIESI, FRANCESCA;PRIMI, CATERINA
2014

Abstract

This study explored the effects of implicit gender–math stereotyping on women's math self-efficacy and mathematics performance under stereotype threat and stereotype lift conditions. It was conducted with a sample of female undergraduate students enrolled in an introductory statistics course. Results showed that girls with implicit gender–math stereotype were sensitive to a stereotype threat-lift manipulation, whereas girls with weak implicit stereotype were not. Data suggest that implicit gender–math stereotyping acts as a critical variable in determining women's math self-efficacy and performance. These findings give some suggestions about the improvement of the teaching of math and related disciplines to female students.
2014
1
5
Giulia Franceschini;Silvia Galli;Francesca Chiesi;Caterina Primi
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Utilizza questo identificatore per citare o creare un link a questa risorsa: https://hdl.handle.net/2158/855697
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