Article ID | Journal | Published Year | Pages | File Type |
---|---|---|---|---|
6845177 | Learning and Individual Differences | 2014 | 5 Pages |
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.
Keywords
Related Topics
Social Sciences and Humanities
Psychology
Developmental and Educational Psychology
Authors
Giulia Franceschini, Silvia Galli, Francesca Chiesi, Caterina Primi,