Do Gender Roles and Norms Affect Performance in Maths? The Impact of Adolescents' and their Peers' Gender Conceptions on Maths Grades
Bibliographic Data
| ID | 2236075 |
|---|---|
| Authors | Zerrin Salikutluk (0000-0002-0052-0693, The Expert Council of German Foundations on Integration and Migration, corresponding author), Stefanie Heyne (0000-0002-1546-9421, Ludwig-Maximilians-Universität München) |
| Year | 2017 |
| Volume | 33 |
| Issue | 3 |
| Pages | 368-381 |
| Publication date | 2017-06-01 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | European Sociological Review (JOURNAL) |
| Journal identifiers | ISSN: 0266-7215 • E-ISSN: 1468-2672 |
| Publisher | Oxford University Press (PUBLISHER • GB) |
| DOI | 10.1093/esr/jcx049 |
| OpenAlex | W2617244005 |
| Language | EN |
| Citations received | 26 |
| References cited | 34 |
Although girls outperform boys in academic achievement in general, boys still have an advantage in STEM fields in many countries. One possible explanation for the female disadvantage in maths and their under-representation in technical professions is culturally embedded beliefs about female inferiority and male superiority in maths and related disciplines. On the one hand, these beliefs can lead to different subject-specific investment strategies of female and male students. On the other hand, the presence of negative stereotypes about girls’ lower competencies in maths in classrooms can hamper girls’ performance via stereotype threat by their peers’ expectation. Accordingly, not only the own beliefs are relevant but also the attitudes of classmates that can reinforce behaviour patterns of adolescents conforming the prevailing gender norms. Using data from the Children of Immigrants Longitudinal Survey in Four European Countries, we investigate whether students’ gender roles and norms and their classmates’ attitudes towards gender norms bring forward stereotypical maths performance at school in Germany. Our results indicate a distinct gender differential in favour of boys. We find evidence that female students perform particularly worse in classrooms in which traditional masculinity norms are present, while in classrooms with no or low approval of these norms, no statistically significant gap is apparent.
Affect (linguistics) · Developmental psychology · Mathematics education · Communication · Early Childhood Education and Development · Education, Achievement, and Giftedness · Gender Roles and Identity Studies · Psychology · Social Psychology
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Understanding STEM gender differences through the lens of cognitive load and academic self-concept frameworks
Changing the gendered status quo in engineering? The encouraging and discouraging experiences of young women with engineering aspirations
Beware of Stereotypes
Filtered Out, but Not by Skill
Gender in mathematics
The gendered maths confidence gap, social influence and social integration
Egalitarian gender role attitudes give girls the edge
From childhood to young adulthood
Do Gender Stereotypes Affect Girls’ Self-Expectation of Working in Sci-Tech? Evidence from China
Contextualising Gender Gaps
Warum wählen Männer und Frauen unterschiedliche Studienfächer
Parental occupation and students’ STEM achievements by gender and ethnic origin
Gender Differences in Math and Science Academic Self-Concepts and the Association With Female Climate in 8th Grade Classrooms
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Teachers’ gender bias in STEM
Collaborative Learning in Sociology Research Methods Courses
Gendered Pathways to Integration
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Do Same-Gender Peers in the Classroom Have Heterogeneous Impacts on Male and Female Students
Gender Segregation in Civic Life
Schools as a Relatively Standardizing Institution
Studying Integration from Adolescence to Early Adulthood
Gender and mathematics achievement
Culture, Gender, and Math
Stereotype Threat Undermines Intellectual Performance by Triggering a Disruptive Mental Load
The perils of peer effects
Age and Sex Differences in Perceptions of Networks of Personal Relationships
Geschlechtsspezifische Bildungsungleichheiten in Europa
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A Threatening Intellectual Environment
Does gender ideology explain differences between countries regarding the involvement of women and of men in paid and unpaid work
The Costs of Accepting Gender Differences
Boys do not benefit from male teachers in their reading and mathematics skills
Gender Identification Moderates Stereotype Threat Effects on Women's Math Performance
Sex differences in achievement
Stereotype Threat and Women's Math Performance
Converging evidence that stereotype threat reduces working memory capacity
The Educational and Early Occupational Attainment Process
School Context and the Gender Gap in Educational Achievement
Cross-national patterns of gender differences in mathematics
Creating Gender Equality
Explaining Sex Differences in Educational Choice An Empirical Assessment of a Rational Choice Model
Better Test Scores with a Same-Gender Teacher
Unmasking the Myth of the Same-Sex Teacher Advantage
Indulging Our Gendered Selves? Sex Segregation by Field of Study in 44 Countries
Gender Differences in Extreme Mathematical Achievement
Gender and the Career Choice Process
Immigrant background peer effects in Italian schools
| Unique citing works | 26 |
|---|---|
| Citations per year | 3,25 |
| Citation span | 2018 - 2025 (8) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 26 |