She is failing; he is learning
Gender-differentiated attributions for girls' and boys' errors
Bibliographic Data
| ID | 5263545 |
|---|---|
| Authors | Silvia Di Battista (0000-0002-6606-9903, Department of Human Sciences Marconi University Rome Italy, corresponding author) |
| Year | 2025 |
| Volume | 95 |
| Issue | 1 |
| Pages | 55-72 |
| Publication date | 2025-03-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | British Journal of Educational Psychology (JOURNAL) |
| Journal identifiers | ISSN: 0007-0998 • E-ISSN: 2044-8279 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1111/bjep.12665 |
| PMID | 38369383 |
| OpenAlex | W4391921103 |
| Language | EN |
| Citations received | 6 |
| References cited | 120 |
BackgroundAccording to gender-differentiated attributions of failure in the STEM field, errors tend to be attributed to internal factors more to girls than to boys.AimsThis experimental study explored factors influencing gender-differentiated teachers' internal attributions of girls' and boys' errors and the consequent likelihood of teachers' hesitancy to offer educational robotics (ER) courses to them. The predictions were as follows: (1) the likelihood of teachers' hesitancy would be related to gender-differentiated internal attributions of errors based on expectations of a low natural aptitude for girls; and (2) teachers with high levels of gender stereotypes would be more hesitant about offering ER to girls than to boys via the mediation of internal attributions of errors as being due to girls' low levels of natural aptitude for ER.Sample and MethodsIn this experimental study, 155 Italian teachers (M = 38.59 years, SD = 8.20) responded to a questionnaire at the end of a course on ER in 2022. Teachers randomly read one of two vignettes describing a girl's or a boy's error during an ER course.ResultsResults of multiple regression and moderated mediation analyses confirmed both predictions.ConclusionsIn order to reduce the gender STEM gap, the tendency to attribute girls' errors to internal and natural causes should be better inspected
Attribution · Developmental psychology · Education, Achievement, and Giftedness · Psychology · Science Education and Pedagogy · Social Psychology · Social Robot Interaction and HRI
In whose eyes am I technical?
Attribution linking creative self-efficacy and resilience in a STEAM competition context
Bridging identities
Family support and teacher support in Vietnamese math education
Learning from errors and failure in educational contexts
Learning from errors and failure in educational contexts
Lazy, Dumb, or Industrious
Teachers' attributions and beliefs about girls, boys, and mathematics
Gendered educational and occupational choices
A comparative study of the self‐efficacy beliefs of successful men and women in mathematics, science, and technology careers
Women in Academic Science
How do middle school girls of color develop STEM identities? Middle school girls’ participation in science activities and identification with STEM careers
Essentialist beliefs about social categories
Girls in STEM
Teachers' beliefs and gender differences in mathematics
Teachers' Gender Stereotypes as Determinants of Teacher Perceptions in Elementary School Mathematics
The Status of Women in STEM in Higher Education
A social cognitive view of self-regulated academic learning.
Essentialist Beliefs about Personality and Their Implications
Women’s representation in science predicts national gender-science stereotypes
Examining Productive Failure, Productive Success, Unproductive Failure, and Unproductive Success in Learning
A social-cognitive approach to motivation and personality.
Lecturer Competence from the Perspective of Undergraduate Psychology Students
Teacher bias in the virtual classroom
Celebrating Divergence
Improving adolescents' standardized test performance
Stereotype Susceptibility in Children
Seeking Congruity Between Goals and Roles
Motivational pathways to STEM career choices
Genetic essentialism, neuroessentialism, and stigma
Studying gender and ethnic differences in participation in math, physical science, and information technology
Do growth mindset interventions impact students’ academic achievement? A systematic review and meta-analysis with recommendations for best practices
Mind-sets matter
A systematic review and meta-analysis of growth mindset interventions
Within-teacher variation of causal attributions of low achieving students
Why they leave
Attributional gender bias
Self-efficacy and causal attributions in teachers
Stereotypes About Gender and Science
How Gender and Race Stereotypes Impact the Advancement of Scholars in STEM
Advancing research into the social psychology of sexual orientations and gender identities
Participation in Peer Response as Activity
Gender Role Stereotypes, Expectancy Effects, and Parents' Socialization of Gender Differences
Ambient belonging
Attention and weight in person perception
Teachers’ perceptions of students’ mathematics proficiency may exacerbate early gender gaps in achievement
Teachers’ Bias Against the Mathematical Ability of Female, Black, and Hispanic Students
Measurement Matters
What can be learned from growth mindset controversies
Motivational processes affecting learning
Implicit Social Cognitions Predict Sex Differences in Math Engagement and Achievement
Teachers’ Sensemaking of Data and Implications for Equity
Math = male, me = female, therefore math ≠ me
Stereotype threat and the intellectual test performance of African Americans
Theorizing gender in the face of social change
The effects of system-justifying motives on endorsement of essentialist explanations for gender differences
Meta-lay theories of scientific potential drive underrepresented students’ sense of belonging to science, technology, engineering, and mathematics (STEM)
Trustworthiness in Higher Education
Implicit Theories and Their Role in Judgments and Reactions
Implicit Theories of Intelligence Predict Achievement Across an Adolescent Transition
The mindsets × societal norm effect across 78 cultures
Perception of students' intelligence malleability and potential for future success
The role of causal attributions in determining behavioral consequences
Women's underrepresentation in science
Genetic essentialism
| Citations per year | 3 |
|---|---|
| Citation span | 2024 - 2026 (3) |
| Highly cited | No |