National Disparities Favoring Males Are Reflected in Girls' Implicit Associations About Gender and Academic Subjects.
Based on data for N = 2,756 children (1,410 girls; M = 8.10 years) from 16 data sets spanning five nations, this study investigated relations between national gender disparities and children's beliefs about gender and academic subjects. One national-level gender disparity involved inequalities in so...
| Published in: | Developmental Psychology Vol. 61; no. 3; pp. 579 - 594 |
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| Main Authors: | , , , , , , , , , , , , , , , , |
| Format: | Article |
| Published: |
American Psychological Association
Mar2025
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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=183291144&site=ehost-live header: @attributes: shortDbName: ssf uiTerm: 183291144 longDbName: Social Sciences Full Text (H.W. Wilson) uiTag: AN controlInfo: bkinfo: jinfo: jid: 00121649 DPS jtl: Developmental Psychology issn: 00121649 maglogo: N pubinfo: dt: Mar2025 vid: 61 iid: 3 pid: 34 pub: American Psychological Association artinfo: ui: 183291144 10.1037/dev0001797 ppf: 579 ppct: 15 formats: tig: atl: National Disparities Favoring Males Are Reflected in Girls' Implicit Associations About Gender and Academic Subjects. aug: au: Cvencek, Dario Sanders, Elizabeth A. del Río, M. Francisca Susperreguy, María Inés Strasser, Katherine Brečić, Ružica Gaćeša, Dora Skala, David Tomasetto, Carlo Galdi, Silvia Cadinu, Mara Kapur, Manu Passolunghi, Maria Chiara Rueda Ferreira, Tania I. Mirisola, Alberto Mariani, Beatrice Meltzoff, Andrew N. affil: Institute for Learning and Brain Sciences, University of Washington Department of Measurement and Statistics, College of Education, University of Washington Millennium Nucleus for the Study of the Development of Early Math Skills, Santiago, Chile Faculty of Education, Universidad Diego Portales Faculty of Education, Pontificia Universidad Católica de Chile School of Psychology, Pontificia Universidad Católica de Chile Faculty of Economics and Business, University of Zagreb Department of Psychology, University of Bologna Department of Psychology, University of Campania Luigi Vanvitelli Department of Developmental and Socialization Psychology, University of Padua Department of Humanities, Social and Political Sciences, Swiss Federal Institute of Technology Zurich Department of Life Sciences, University of Trieste Hattiva Lab Cooperativa Sociale, Udine, Italy Department of Psychology, University of Palermo Cambiavento Associazioni di Promozione Sociale, Cesena, Italy Department of Psychology, University of Washington su: Reading Sexism Elementary schools Socioeconomic factors Sex distribution Age distribution Social perception Gender inequality Academic achievement Social classes Mathematics sug: subj: Reading Sexism Elementary schools Socioeconomic factors Sex distribution Age distribution Social perception Gender inequality Academic achievement Social classes Elementary and Secondary Schools Mathematics keyword: age differences Child Implicit Association Test gender stereotypes implicit social cognition societal gender inequalities age differences Child Implicit Association Test gender stereotypes implicit social cognition societal gender inequalities ab: Based on data for N = 2,756 children (1,410 girls; M = 8.10 years) from 16 data sets spanning five nations, this study investigated relations between national gender disparities and children's beliefs about gender and academic subjects. One national-level gender disparity involved inequalities in socioeconomic standing favoring adult males over females (U.N. Human Development Index). The other involved national-level gaps in standardized math achievement, favoring boys over girls (Trends in International Mathematics and Science Study Grade 4). Three novel findings emerged. First, girls' results from a Child Implicit Association Test showed that implicit associations linking boys with math and girls with reading were positively related to both national male advantages in socioeconomic standing and national boy advantages in Trends in International Mathematics and Science Study. Second, these relations were obtained for implicit but not explicit measures of children's beliefs linking gender and academic subjects. Third, implicit associations linking gender to academic subjects increased significantly as a function of children's age. We propose a psychological account of why national gender disparities are likely to influence children's developing implicit associations about gender and academic subjects, especially for girls. Public Significance Statement: In an international study, we examined how national patterns of gender disparities relate to elementary school children's implicit associations between gender and academic subjects. The study involved 2,756 children from five countries. We found that, for girls, national variations in gender inequalities in socioeconomic status and academic achievement significantly predicted stronger implicit associations linking boys with math and girls with reading. Moreover, children's implicit associations linking gender and academic subjects significantly increased with age. The findings have implications for psychology, educational equity, and public policy. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: N holdings: @attributes: islocal: N |
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