Catherine Verniers
Dados Biográficos
| ID | 3655796 |
|---|---|
| NOME | Catherine Verniers |
| PRENOMES | Catherine |
| SOBRENOME | Verniers |
| ASSINATURA | VERNIERS C |
| AFILIAÇÕES | Université Paris Cité |
| ORCID | 0000-0002-8043-0806 |
| VERIFICADO | Sim |
| TOTAL DE OBRAS | 7 |
| TOTAL DE CITAÇÕES | 9 |
| TOTAL COMO AUTOR | 7 |
| TOTAL COMO EDITOR | 0 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 2015 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2024 |
| ÍNDICE H | 2 |
The Double-Edged Sword of Role Models
Role model interventions are often designed to foster students’ pursuit of careers in science, technology, engineering, and mathematics (STEM). We hypothesize that role model interventions might also unintentionally shape students’ beliefs concerning the broader social system—their ideologies—leading them to view the (inequitable) status quo in STEM as natural and acceptable. A systematic narrative review (35 articles, 42 studies) indicated that …
Intensive mothering and the perpetuation of gender inequality
Intensive mothering is a cultural model of appropriate childrearing according to which mothers should unselfishly make a tremendous investment in their child. Using a mixed methodology, we examined the relevance of this ideology to understand the persistence of gender inequality. A content analysis of the most popular French mommy blogs indicates that this ideology remains commonplace, and has even incorporated contemporary concerns regarding sus…
Behind the maternal wall
The number of women who remain childfree is on the rise, as documented by demographic statistics. Yet, because research on women in the workplace has so far been focused on documenting the motherhood penalty in the workplace, childfree women have remained almost invisible. Relying on empirical data and theoretical arguments, the present paper gathers evidence that deviating from the motherhood mandate may have negative consequences for women's wo…
The feminization of school hypothesis called into question among junior and high school students
BackgroundThe feminization of school hypothesis suggests that boys underachieve in school compared to girls because school rewards feminine characteristics that are at odds with boys' masculine features.AimsThe feminization of school hypothesis lacks empirical evidence. The aim of this study was to test this hypothesis by examining the extent to which school demands are actually associated with female more than male students.Sample and methodA la…
Characteristics expected in fields of higher education and gender stereotypical traits related to academic success
Virtues of a Hardworking Role Model to Improve Girls’ Mathematics Performance
Previous research has shown that female role models can improve women’s math performance, whereas male role models can lower it. In this field experiment, we examined the following research questions: (a) Does the explanation a role model gives for the role model’s success in math help girls perform as well as boys in math, regardless of the role model’s gender? And (b) what are the underlying mechanisms of the role models’ influence? Sixth grade…
Perception of students' intelligence malleability and potential for future success
BackgroundEndorsing an entity theory of intelligence has negative effects on students' academic trajectories. Research focused on students' personal theories of intelligence has shown that girls are more likely than boys to hold an entity theory of intelligence. However, no study has examined the possibility of a gender stereotype basis for this belief.AimsWe examined whether secondary school students are knowledgeable about others' beliefs descr…
Virtues of a Hardworking Role Model to Improve Girls’ Mathematics Performance
Previous research has shown that female role models can improve women’s math performance, whereas male role models can lower it. In this field experiment, we examined the following research questions: (a) Does the explanation a role model gives for the role model’s success in math help girls perform as well as boys in math, regardless of the role model’s gender? And (b) what are the underlying mechanisms of the role models’ influence? Sixth grade…
The feminization of school hypothesis called into question among junior and high school students
BackgroundThe feminization of school hypothesis suggests that boys underachieve in school compared to girls because school rewards feminine characteristics that are at odds with boys' masculine features.AimsThe feminization of school hypothesis lacks empirical evidence. The aim of this study was to test this hypothesis by examining the extent to which school demands are actually associated with female more than male students.Sample and methodA la…
Characteristics expected in fields of higher education and gender stereotypical traits related to academic success
Perception of students' intelligence malleability and potential for future success
BackgroundEndorsing an entity theory of intelligence has negative effects on students' academic trajectories. Research focused on students' personal theories of intelligence has shown that girls are more likely than boys to hold an entity theory of intelligence. However, no study has examined the possibility of a gender stereotype basis for this belief.AimsWe examined whether secondary school students are knowledgeable about others' beliefs descr…
Characteristics expected in fields of higher education and gender stereotypical traits related to academic success
Virtues of a Hardworking Role Model to Improve Girls’ Mathematics Performance
Previous research has shown that female role models can improve women’s math performance, whereas male role models can lower it. In this field experiment, we examined the following research questions: (a) Does the explanation a role model gives for the role model’s success in math help girls perform as well as boys in math, regardless of the role model’s gender? And (b) what are the underlying mechanisms of the role models’ influence? Sixth grade…
Perception of students' intelligence malleability and potential for future success
BackgroundEndorsing an entity theory of intelligence has negative effects on students' academic trajectories. Research focused on students' personal theories of intelligence has shown that girls are more likely than boys to hold an entity theory of intelligence. However, no study has examined the possibility of a gender stereotype basis for this belief.AimsWe examined whether secondary school students are knowledgeable about others' beliefs descr…
The feminization of school hypothesis called into question among junior and high school students
BackgroundThe feminization of school hypothesis suggests that boys underachieve in school compared to girls because school rewards feminine characteristics that are at odds with boys' masculine features.AimsThe feminization of school hypothesis lacks empirical evidence. The aim of this study was to test this hypothesis by examining the extent to which school demands are actually associated with female more than male students.Sample and methodA la…
Behind the maternal wall
The number of women who remain childfree is on the rise, as documented by demographic statistics. Yet, because research on women in the workplace has so far been focused on documenting the motherhood penalty in the workplace, childfree women have remained almost invisible. Relying on empirical data and theoretical arguments, the present paper gathers evidence that deviating from the motherhood mandate may have negative consequences for women's wo…
Intensive mothering and the perpetuation of gender inequality
Intensive mothering is a cultural model of appropriate childrearing according to which mothers should unselfishly make a tremendous investment in their child. Using a mixed methodology, we examined the relevance of this ideology to understand the persistence of gender inequality. A content analysis of the most popular French mommy blogs indicates that this ideology remains commonplace, and has even incorporated contemporary concerns regarding sus…
The Double-Edged Sword of Role Models
Role model interventions are often designed to foster students’ pursuit of careers in science, technology, engineering, and mathematics (STEM). We hypothesize that role model interventions might also unintentionally shape students’ beliefs concerning the broader social system—their ideologies—leading them to view the (inequitable) status quo in STEM as natural and acceptable. A systematic narrative review (35 articles, 42 studies) indicated that …
Psychology (7 obras) · Social Psychology (6 obras) · Developmental psychology (5 obras) · Gender Roles and Identity Studies (4 obras) · Education, Achievement, and Giftedness (3 obras) · Political science (3 obras) · Academic achievement (2 obras) · Assertiveness (2 obras) · Gender Diversity and Inequality (2 obras) · Ideology (2 obras)