Can Salience of Gender Identity Impair Math Performance among 7-8 Years Old Girls? The Moderating Role of Task Difficulty

Autor/inn/en	Neuville, Emmanuelle; Croizet, Jean-Claude
Titel	Can Salience of Gender Identity Impair Math Performance among 7-8 Years Old Girls? The Moderating Role of Task Difficulty
Quelle	In: European Journal of Psychology of Education, 22 (2007) 3, S.307-316 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0256-2928
Schlagwörter	Females; Sexual Identity; Gender Differences; Mathematics Achievement; Mathematics Skills; Young Children; Elementary School Mathematics; Arithmetic; Problem Solving; Grade 3; Sex Stereotypes; Foreign Countries; Elementary School Students; Difficulty Level; France + Suchen Sie Ihr Suchwort? Weibliches Geschlecht; Geschlechtsidentität; Sexuelle Identität; Geschlechterkonflikt; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Mathematics ability; Frühe Kindheit; Elementare Mathematik; Schulmathematik; Addition; Arithmetik; Arithmetikunterricht; Rechnen; Problemlösen; School year 03; 3. Schuljahr; Schuljahr 03; Ausland; Schwierigkeitsgrad; Frankreich
Abstract	Can the salience of gender identity affect the math performance of 7-8 year old girls? Third-grade girls and boys were required to solve arithmetical problems of varied difficulty. Prior to the test, one half of the participants had their gender identity activated. Results showed that activation of gender identity affected girls' performance but not boys. When their gender was activated as opposed to when it was not, girls solved more problems when the material was less difficult but underperformed on the difficult problems. Results are discussed with regard to the stereotype threat literature. (Contains 1 table and 3 notes.) (Author).
Anmerkungen	Instituto Superior de Psicologia Aplicada. Rua Jardim do Tabaco, 34, Lisboa 1149-041, Portugal. Tel: +351-21-881-1700; Fax: +351-21-886-0954; Web site: http://www.ispa.pt/ISPA/vEN/Public(Porguguese and English translation)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10