Literaturnachweis - Detailanzeige
| Autor/inn/en | Nosek, Brian A.; Smyth, Frederick L. |
|---|---|
| Titel | Implicit Social Cognitions Predict Sex Differences in Math Engagement and Achievement |
| Quelle | In: American Educational Research Journal, 48 (2011) 5, S.1125-1156 (32 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0002-8312 |
| DOI | 10.3102/0002831211410683 |
| Schlagwörter | Sex Stereotypes; Females; Employment Patterns; Predictive Validity; Education Work Relationship; Social Cognition; Mathematics Achievement; Gender Differences; STEM Education; Self Concept; Majors (Students); Student Attitudes |
| Abstract | Gender stereotypes about math and science do not need to be endorsed, or even available to conscious introspection, to contribute to the sex gap in engagement and achievement in science, technology, engineering, and mathematics (STEM). The authors examined implicit math attitudes and stereotypes among a heterogeneous sample of 5,139 participants. Women showed stronger implicit negativity toward math than men did and equally strong implicit gender stereotypes. For women, stronger implicit math=male stereotypes predicted greater negativity toward math, less participation, weaker self-ascribed ability, and worse math achievement; for men, those relations were weakly in the opposite direction. Implicit stereotypes had greater predictive validity than explicit stereotypes. Female STEM majors, especially those with a graduate degree, held weaker implicit math=male stereotypes and more positive implicit math attitudes than other women. Implicit measures will be a valuable tool for education research and help account for unexplained variation in the STEM sex gap. (Contains 8 notes, 1 figure, and 5 tables.) (As Provided). |
| Anmerkungen | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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