School, Studying, and Smarts: Gender Stereotypes and Education Across 80 Years of American Print Media, 1930–2009.
In this article, we apply computational word embeddings to a 200-million-word corpus of American print media (1930–2009) to examine how education-relevant gender stereotypes changed as women's educational attainment caught up with and eventually surpassed men's. This case presents a rare opportunity...
| Published in: | Social Forces Vol. 102; no. 1; pp. 263 - 287 |
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| Main Authors: | , , |
| Format: | Article |
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Oxford University Press / USA
Sep2023
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| Subjects: | |
| Online Access: | View this record in EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ssf&AN=164935253&site=ehost-live header: @attributes: shortDbName: ssf uiTerm: 164935253 longDbName: Social Sciences Full Text (H.W. Wilson) uiTag: AN controlInfo: bkinfo: jinfo: jid: 00377732 SFR jtl: Social Forces issn: 00377732 maglogo: N pubinfo: dt: Sep2023 vid: 102 iid: 1 pid: 622 pub: Oxford University Press / USA artinfo: ui: 164935253 10.1093/sf/soac148 ppf: 263 ppct: 24 formats: fmt: – @attributes: type: T – @attributes: type: P size: 1.6MB tig: atl: School, Studying, and Smarts: Gender Stereotypes and Education Across 80 Years of American Print Media, 1930–2009. aug: au: Boutyline, Andrei Arseniev-Koehler, Alina Cornell, Devin J affil: University of Michigan Purdue University and University of California , San Diego Duke University su: Educational attainment Gender Women Intellect Academic achievement sug: subj: Educational attainment Gender Women Intellect Academic achievement ab: In this article, we apply computational word embeddings to a 200-million-word corpus of American print media (1930–2009) to examine how education-relevant gender stereotypes changed as women's educational attainment caught up with and eventually surpassed men's. This case presents a rare opportunity to observe how cultural components of the gender system transform alongside the reversal of an important pattern of stratification. We track six stereotypes that prior work linked to academic outcomes. Our results suggest that stereotypes most closely tied to the core stereotypical distinction between women as communal and men as agentic remained unchanged. The other stereotypes we tracked, however, became increasingly gender polarized: as school and studying gained feminine associations, intelligence and unintelligence gained masculine ones. Unexpectedly, we observe that trends in the gender associations of intelligence and studying are near-perfect mirror opposites, suggesting an interrelationship. We use these observations to further elaborate contemporary theoretical accounts of the gender system, arguing that this system persists partly because stereotypes shift to reinterpret social change in terms of a durable hierarchical distinction between women and men. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: N holdings: @attributes: islocal: N |
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