Stereotypes and crossed-category evaluations

The case of gender and science education

Dados Bibliográficos

ID5269641
AutoresG M Breakwell (0000-0002-2002-5681, University of Bath, autor correspondente), Vivian L Vignoles (0000-0002-7628-6776, University of Sussex), Toby Robertson (Brunel University of London)
Ano2003
Volume94
Fascículo4
Páginas437-455
Data de publicação2003-11-01
Peer ReviewedSim
Open AccessSim
TipoARTICLE
PeriódicoBritish Journal of Psychology (JOURNAL)
Identificadores do periódicoISSN: 0007-1269 • E-ISSN: 2044-8295
EditoraWiley (PUBLISHER • GB)
DOI10.1348/000712603322503024
PMID14687454
OpenAlexW2033859223
IdiomaEN
Citações recebidas11

A sample of UK adolescents (n = 1140), grouped by sex and liking of science, evaluated themselves, and girl and boy targets who did or did not like science, on masculine, feminine and gender non-specific traits. Contrary to sociological concerns about the masculine image and appeal of science, those who liked science more rated themselves more positively on feminine and gender non-specific-but not masculine-traits. The girl target was rated lower on feminine traits if she liked science, but the boy was rated higher on feminine traits if he liked science. Target ratings also showed in-group enhancement based on liking of science, and a 'black sheep' effect: those who liked science less discriminated against the same-sex target who liked science, especially on gender in-group relevant traits. We argue that gender differences in science education should be attributed partly to subjective group dynamics and not solely to images of science

Cognitive psychology · Developmental psychology · Animal and Plant Science Education · Climate Change Communication and Perception · Psychology · Science Education and Perceptions · Social Psychology