Is Emma or Liam the Top Scorer in Math? The Effects of a Counter-Stereotypical Role Model on Math Achievement.
From 2015 to 2018, the math gender gap decreased primarily due to a decline in boys' performances (OECD, 2015, 2016, 2018). However, there is ample evidence that girls continue to be negatively stereotyped in math. Using a longitudinal design, we examined whether prolonged exposure to a counter-ster...
| Publicado en: | Sex Roles Vol. 86; no. 9/10; pp. 587 - 604 |
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| Autores principales: | , , |
| Formato: | Artículo |
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Springer Nature
May2022
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| Materias: | |
| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ssf&AN=156890498&site=ehost-live header: @attributes: shortDbName: ssf uiTerm: 156890498 longDbName: Social Sciences Full Text (H.W. Wilson) uiTag: AN controlInfo: bkinfo: jinfo: jid: 03600025 SXR jtl: Sex Roles issn: 03600025 maglogo: N pubinfo: dt: May2022 vid: 86 iid: 9/10 pid: 237 pub: Springer Nature artinfo: ui: 156890498 10.1007/s11199-022-01289-y ppf: 587 ppct: 17 formats: fmt: – @attributes: type: T – @attributes: type: P size: 902KB tig: atl: Is Emma or Liam the Top Scorer in Math? The Effects of a Counter-Stereotypical Role Model on Math Achievement. aug: au: Leroy, Nadia Max, Sylvain Pansu, Pascal affil: LaRAC - Laboratory of Research On Acquisition in Context, Université Grenoble Alpes, 1251 Avenue centrale, BP 47, 38040Cedex 9, Grenoble, France LESSAC & CEREN, EA 7477, Burgundy School of Business, Université Bourgogne Franche-Comté, 29 rue Sambin, 21000, Dijon, France su: Role models Gender stereotypes Academic achievement Gender inequality Mathematics sug: subj: Role models Gender stereotypes Academic achievement Gender inequality Mathematics keyword: Gender differences Mathematics achievement Multilevel analysis Stereotypes Gender differences Mathematics achievement Multilevel analysis Stereotypes ab: From 2015 to 2018, the math gender gap decreased primarily due to a decline in boys' performances (OECD, 2015, 2016, 2018). However, there is ample evidence that girls continue to be negatively stereotyped in math. Using a longitudinal design, we examined whether prolonged exposure to a counter-stereotypical role model embodied by a female top math scorer may prevent other girls in the class from experiencing stereotype threat. Multilevel analyses were conducted among 1,043 6th graders nested in 46 math classes. There was a decline in math performance throughout the school year for all students, but being a girl had a buffering effect against this decline. The results failed to support the main effect hypothesis (H1) which anticipated that student gender and top math scorer gender would be associated with student math achievement when jointly considered. The results supported the cross-level interaction hypothesis (H2) which anticipated that the greatest benefits would emerge for girls exposed to a counter-stereotypical role model; that is, in a class whose top math scorer was a girl. These results offer new insights regarding the extent to which a counter-stereotypical role model embodied by the top math scorer may influence differences in math performances. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: N holdings: @attributes: islocal: N |
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