Gender Stereotypes about Mathematics and Science and Self-Perceptions of Ability in Late Childhood and Early Adolescence

2008/01/01 by Beth Kurtz‐Costes, Stephanie J. Rowley, April Harris‐Britt +1 · 1 citation
Psychology · Social Sciences · #Education, Achievement, and Giftedness #Gender Roles and Identity Studies #Career Development and Diversity

paper · doi:10.1353/mpq.0.0001

openalex publication_date 2008/01/01 · openalex created_date 2025/10/10 · openalex updated_date 2026/08/01

Abstract

A model linking children’s perceptions of adults’ gender stereotypes about mathematics and science ability, children’s stereotypes, and children’s perceptions of their own mathematics and science competence was tested in 302 fourth, sixth, and eighth graders. When boys believed that adults hold more traditional stereotypes, they tended to hold corresponding beliefs that girls are relatively less capable or that boys are more capable in mathematics and science. These group competence ratings, in turn, were related to self-perceptions of ability for sixthand eighth-grade boys. In contrast, most paths were nonsignificant for girls. The results provided support for both social status theory and experiential theory. We discuss implications regarding the influence of stereotypes on motivation and identity development.

Citations

• Converging evidence that stereotype threat reduces working memory capacity.
• Motivational Beliefs, Values, and Goals
• Academic Self-Concept, Interest, Grades, and Standardized Test Scores: Reciprocal Effects Models of Causal Ordering
• Experiments in Intergroup Discrimination

Cited by

• Stephanie J. Rowley [wikipedia]