scholarly journals Gender stereotypes concerning mathematical abilities: threat or challenge?

Author(s):  
Anna Rędzio

Stereotypes concerning women's mathematical abilities are widespread and can become an obstacle for some women to succeed in this domain, thus, they can be one of the possible reasons for the gap between men and women in mathematics. There is significant empirical evidence confirming that women in the situation of stereotype threat (i.e. when they are afraid of confirming that they are less gifted in mathematics than men are) perform worse than their colleagues who are not threatened in this way. There is also empirical evidence that another psychological phenomenon, intellectual helplessness in mathematics, is a predictor of school achievement in mathematics as well as general intellectual capabilities are. An experimental study with women active in STEM (graduates at university of engineering) as participants was conducted to test the relationships between intellectual helplessness experienced in mathematics classes and vulnerability to stereotype threat. All participants completed Intellectual Helplessness Inventory and afterwards they all received the same tasks to perform. One group was informed those tasks were diagnostic of mathematical abilities (experimental condition, stereotype threat induced) and the other group received the information that those tasks were testing their perceptiveness (control condition, no threat induced). The results indicated that there was an interesting correlation: Women who exhibited lack of intellectual helplessness in mathematics reacted paradoxically to stereotype threat (improved instead of impairing their performance). However, those who reported higher intellectual helplessness in mathematics, reacted typically to stereotype threat, i.e. performed worse than the control group. These results suggest that intellectual helplessness can be a factor impacting vulnerability or immunity to stereotype threat, but further research confirming this dependency is necessary.

Author(s):  
Rachel Schmidt

Abstract The growing literature on desertion from insurgent groups focuses almost exclusively on male deserters, with few comparisons to combatants who choose to stay and little consideration of women combatants or the gendered norms and narratives that restrict combatants’ options. As governments increasingly emphasize “counter-narratives” to prevent radicalization and encourage disengagement from non-state armed groups, there is insufficient empirical evidence on how such framing contests between governments and insurgents might affect how recruits calculate their options. With “deradicalization” programs proliferating globally, and disarmament, disengagement, and reintegration (DDR) programs continuing to perpetuate gender stereotypes, it is critical to examine why some men and women disengage from violence while others stay, how they evaluate these decisions, and how gendered norms affect these decisions. Based on over 100 interviews with men and women ex-combatants across seven departments of Colombia, this article examines the effects of framing contests between the FARC guerrillas and the Colombian government, in which gender norms and gendered power dynamics play key roles. This paper argues that these gendered framing contests are critical to individual combatants’ disengagement decisions and, in particular, influence how women combatants perceive their alternatives and manage their exit pathways out of non-state armed groups. Las crecientes publicaciones sobre la deserción de combatientes de los grupos rebeldes se centran casi exclusivamente en los desertores hombres, con pocas comparaciones con los combatientes que deciden quedarse y poca consideración de las combatientes mujeres o la influencia del género en las normas y la narrativa que restringen las opciones de los combatientes. A medida que los gobiernos hacen cada vez más hincapié en las “contranarrativas” para evitar la radicalización y fomentar la desmovilización de los grupos armados no estatales, no hay pruebas empíricas suficientes sobre cómo dichas disputas de estructuración entre los gobiernos y los rebeldes podrían afectar la manera en que los reclutas determinan sus opciones. Con la proliferación de programas de “desradicalización” en todo el mundo, y dado que las iniciativas de desarme, desmovilización y reintegración (Disarmament, Disengagement, and Reintegration, DDR) siguen perpetuando los estereotipos de género, es fundamental analizar por qué algunos hombres y mujeres se desvinculan de la violencia mientras que otros no, cómo evalúan estas decisiones y de qué manera las normas en función del género influyen en estas determinaciones. A partir de más de 100 entrevistas a hombres y mujeres excombatientes en siete departamentos de Colombia, este artículo analiza los efectos de las disputas de estructuración entre la guerrilla de las FARC y el gobierno colombiano, donde las normas y las dinámicas del poder en función del género juegan un papel clave. En este documento, se sostiene que dichas disputas de estructuración influenciadas por el género son fundamentales para las decisiones de desmovilización de los combatientes y, en especial, influyen en la manera en que las combatientes mujeres perciben sus alternativas y gestionan sus vías de escape de los grupos armados no estatales. La littérature croissante portant sur la désertion des groupes d'insurgés se concentre presque exclusivement sur les hommes déserteurs, avec peu de comparaisons avec les combattants qui choisissent de rester et peu de considération pour les femmes combattantes ou les normes et récits sexospécifiques qui limitent le panel de combattants abordés. Alors que les gouvernements mettent de plus en plus l'accent sur les « contre-récits » pour prévenir la radicalisation et encourager le désengagement des groupes armés non étatiques, les preuves empiriques de la mesure dans laquelle un tel cadrage des conflits entre gouvernements et insurgés pourrait affecter la façon dont les recrues calculent leurs options sont insuffisantes. Tandis que les programmes de « déradicalisation » prolifèrent dans le monde entier et que les programmes de désarmement, de désengagement et de réintégration continuent à perpétuer les stéréotypes de genre, il est essentiel d’étudier les raisons pour lesquelles certains hommes et certaines femmes se désengagent de la violence contrairement à d'autres, les facteurs que ces personnes prennent en compte dans leur décision, et la manière dont les normes sexospécifiques affectent ces décisions. Cet article s'appuie sur plus de 100 entretiens avec des hommes et femmes ayant précédemment combattu dans sept départements de Colombie pour analyser les effets du cadrage des conflits entre les insurgés des FARC et le gouvernement colombien, dans lesquels les normes de genre et les dynamiques de pouvoir liées au genre jouent des rôles clés. Il soutient que ce cadrage sexospécifique des conflits est essentiel aux décisions de désengagement des combattants individuels, en particulier pour influencer la manière dont les combattantes perçoivent leurs alternatives et gèrent leurs voies de sortie des groupes armés non-étatiques.


2020 ◽  
Author(s):  
Andrei Boutyline ◽  
Alina Arseniev-Koehler ◽  
Devin Cornell

Gender stereotypes have important consequences for boys’ and girls’ academic outcomes. In this article, we apply computational word embeddings to a 200-million-word corpus of American print media (1930-2009) to examine how these stereotypes changed as women’s educational attainment caught up with and eventually surpassed men’s. This transformation presents a rare opportunity to observe how stereotypes change alongside the reversal of an important pattern of stratification. We track six stereotypes that prior work has linked to academic outcomes. Our results suggest that stereotypes of socio-behavioral skills and problem behaviors—attributes closely tied to the core stereotypical distinction between women as communal and men as agentic—remained unchanged. The other four stereotypes, however, became increasingly gender-polarized: as women’s academic attainment increased, school and studying gained increasingly feminine associations, whereas both intelligence and unintelligence gained increasingly masculine ones. Unexpectedly, we observe that trends in the gender associations of intelligence and studying are near-perfect mirror opposites, suggesting that they may be connected. Overall, the changes we observe appear consistent with contemporary theoretical accounts of the gender system that argue that it persists partly because surface stereotypes shift to reinterpret social change in terms of a durable hierarchical distinction between men and women.


2018 ◽  
Author(s):  
Nadja Born ◽  
Thorsten Michael Erle

Individuals who violate gender stereotypes such as agentic female leaders or communal male subordinates often suffer social or economic penalties, so-called backlash. This high-powered study (N = 483) aimed to answer the question whether backlash occurs due to the perception of gender-specific proscription or prescription violations. A proscription-penalty implies that a person exhibits an excess of behaviors or traits that are stereotypically associated with the other gender. A prescription-deficit implies that a person lacks the qualities that are stereotypically expected of his or her gender. To test this, participants rated gender-congruent and incongruent job applicants on indicators of gender-proscriptions, prescriptions, and backlash. The results strongly supported the idea that gender-incongruent individuals are perceived as having a prescription-deficit. But surprisingly no backlash for gender-incongruent individuals was found. Mediation analyses indicated that for both genders both communality and agency positively predicted likeability, respect, and hireability.


2014 ◽  
Vol 10 (1-2 (12)) ◽  
pp. 82-87
Author(s):  
Anna Kniazian

The portrayal of men and women in advertising has received conside rable atten - tion over the last several decades, both by practitioners and academics. Research has primarily focused on the visual portrayal of men and women in advertising, within the realm of which, there appears to be a fundamental difference in the way men and women are portrayed. Men are generally stereotyped as competent, assertive, independent, and achievement oriented, whereas women are generally stereotyped as warm, sociable, interdependent, and relationship-oriented. Women are more often portrayed as young and concerned with physical attractiveness than their male counterparts. Masculine and feminine stereotypes are complementary in the sense that each gender group is seen as possessing a set of strengths that balance out their own weaknesses and that supplement the assumed strengths of the other group.


2020 ◽  
Vol 21 (26) ◽  
Author(s):  
Eve Annuk ◽  
Piret Voolaid

Artiklis on tähelepanu all sooline aspekt grafitis ja tänavakunstis kui konteksti- ja kommunikatsioonikeskses kultuuriilmingus. Põhiküsimused on, kuidas soolisus ja sooline kommunikatsioon grafitis avaldub ning milline on grafiti soolisustatud esteetika. Analüüs osutab soolistele klišeedele grafitis ja näitab stereotüüpseid arusaamu laiemas sotsiokultuurilises tähenduses. Teisalt toob uurimus esile ka grafiti ja tänavakunsti rolli sooliste stereotüüpide vaidlustajana ja uudsete tähenduste esiletoojana. Uurimus põimib grafiti ja tänavakunsti käsitlused soouurimusliku lähenemisviisiga ning kasutab uurimismeetodina grafiti ja tänavakunsti kui efemeerse kultuuriilmingu kontekstualiseerimist vaataja perspektiivist. Artikli allikmaterjali moodustavad põhiliselt aastail 2010–2020 jäädvustatud grafitid, mis on koondatud internetiandmebaasi „Grafiti andmebaas“.   Graffiti and street art belong inseparably to the present-day urban space and their various sociocultural meanings are related to different subcultural layers. The involvement of graffiti and street art in urban space refers to the fact that these are informal ways of depiction which have sometimes been taken to be vandalism. On the other hand, graffiti are a democratic, open and dialogical way of representation, as everyone can make changes in them and add their own commentaries. Graffiti and street art reveal power relations in society, that is why they have also been seen as the undermining of public authority. Such opinion is related to the specific character of graffiti and street art as non-institutional art. Western researchers have associated graffiti and street art with the male subculture, with an area where male identities are created. Although women have in recent years become more visible among street artists and they have also introduced the so-called feminine subjects, this has not changed the general image of graffiti as the male subculture. Differing from Western countries, graffiti and street art have been relatively less studied in Estonia and no attention have been paid at all to the gender aspect of graffiti and street art. The article focusses on the study of gender relevance in Estonian graffiti and street art. The key questions here are how gender (or femininity and masculinity) and gender communication are represented in graffiti and how the aspects of gender aesthetics are revealed. As its sources, the article uses the examples of graffiti, collected in Estonia in 2010-2020 and recorded in the internet database “Grafiti andmebaas” (www.folklore.ee/Graffiti). The database contains also different of graffiti-related metadata, such as the context, the time of its making, the author (when known), etc., including, all in all, about 700 different records of graffiti. The database does not have much information about the authors; therefore, we could not concentrate on the analysis of the differences in the graffiti and street art created by men and women. Our research method was to interpret graffiti and street art from the position of the viewer. In a way, this approach can be associated with visual autoethnography, analysing visual artefacts and the archive containing photos of these artefacts (see Hamdy 2015, 69). The authors’ practical observations and intuitive interpretations of graffiti also play a role in this approach. We analyse graffiti as a mix of visual and textual representation where both elements carry some important meaning; however, very often, a piece of graffiti is formed either by an image or a text only. Analysing the graffiti and street art database, we discovered that gender is in some way or other expressed in one fourth of the works of graffiti and street art included in it. We analysed how gender is represented in texts and images, how femininity and masculinity are represented, whether the works express masculine or feminine points of view, and how all this is done by the artists.  On the basis of works collected in the database we can conclude that a large part of graffiti and street art often represents the masculine point of view (most of the quotations and visual images are related to well-known men, but very few of them refer to well-known women). This could possibly indicate that the majority of authors are men and that men continue to be more visible both in society and in culture which, in its turn, is again reflected in graffiti. The greater visibility of men in society and culture is related to the greater authority of men and masculinity. On the other hand, femininity is often represented in stereotypes, e.g., by sexualising the female body. Among other aspects, the graffiti recorded in the database reflects the gender stereotypes which are widely spread and accepted in society, such as the notion of clean, neat and sober women, while men are seen as influential public figures (e.g., politicians), and masculinity is related to stereotypical behaviour, such as the consumption of alcohol. To counterbalance the masculine stereotypes, there are some exceptional hints on the so-called soft masculinity, and a few images where men and women are represented as equal partners. However, we can say that women are also visible as the authors of graffiti, as it can be seen in the emergence of new perspectives as well as in the diversification of the visual way of representation in graffiti and street art. Graffiti and street art created by women, such as works made by MinajaLydia, highlight the positive experience of being a woman, which can be seen as an attempt of increasing the visibility and authority of women in public space. Regarding the gender aspect, a certain amount of graffiti and street art can be considered neutral, but the possible gender interpretations may depend on the viewer in the role of the active creator of meaning.  


2021 ◽  
pp. 194855062110303
Author(s):  
Elizabeth A. Canning ◽  
Elise Ozier ◽  
Heidi E. Williams ◽  
Rashed AlRasheed ◽  
Mary C. Murphy

Two studies investigate how science, technology, engineering, and math (STEM) professors’ fixed mindsets—the belief that intelligence is fixed and unchangeable—may induce stereotype threat and undermine women’s performance. In an experiment ( N = 217), we manipulated professors’ mindset beliefs (fixed vs. growth) within a course syllabus. While both men and women perceived the fixed mindset professor to endorse more gender stereotypes and anticipated feeling less belonging in the course, women reported these effects more than men. However, only for women did this threat undermine performance. In a 2-year longitudinal field study (884 students enrolled in 46 STEM courses), students who perceived their professor to endorse a fixed (vs. growth) mindset thought the professor would endorse more gender stereotypes and experienced less belonging in those courses. However, only women’s grades in those courses suffered as a result. Together, these studies demonstrate that professors’ fixed mindset beliefs may trigger stereotype threat among women in STEM courses.


2017 ◽  
Author(s):  
Tom Stafford

"Stereotype threat" has been offered as a potential explanation of differential performance between men and women in some cognitive domains. Questions remain about the reliability and generality of the phenomenon. Previous studies have found that stereotype threat is activated in female chess players when they are matched against male players. I use data from over 5.5 million games of international tournament chess and find no evidence of a stereotype threat effect. In fact women players outperform expectations when playing men. Further analysis shows no influence of degree of challenge, nor of player age, nor of prevalence of female role models in national chess leagues on differences in performance when women play men versus when they play women. Though this analysis contradicts one specific mechanism of influence of gender stereotypes, the persistent differences between male and female players suggest that systematic factors do exist and remain to be uncovered.


Author(s):  
Yi Chung ◽  
Hsin-Hui Huang

Despite the growing recognition of gender equality worldwide, plausible strategies that reduce young children’s gender stereotypes remain limited. Cognitive-based interventions have been widely used in school settings and have been suggested to play important roles in children’s gender stereotyping and in their processing of counter-stereotypic information. We aimed to determine whether exposure to counter-stereotypical information could break gender stereotypes in kindergarten children. Fifty-four children (61–79 months old) from two public kindergarten classes in northern Taiwan participated in this study. One of the two classes was randomly selected as the experimental group (n = 28), and the other was the control group (n = 26). The experimental group consisted of a gender equality curriculum including script relationship training for two months, while the control group continued their regular curriculum. The picture classification task (PCT) was measured before and after the intervention to assess gender stereotypes. Before interventions, 87.50% of the children chose a gender stereotypic relationship, while 12.50% chose script/other relationships in PCT. After the interventions, the gender stereotypic relationship dropped to 73.22% in the experimental group. Children in the control group were more likely to maintain their gender stereotypic relationship choices in PCTs. Our findings suggest that cognitive-based interventions, such as a gender equality curriculum, have the potential to break gender stereotypes in kindergarten children.


2018 ◽  
Vol 29 (3) ◽  
pp. 429-436 ◽  
Author(s):  
Tom Stafford

Stereotype threat has been offered as a potential explanation of differential performance between men and women in some cognitive domains. Questions remain about the reliability and generality of the phenomenon. Previous studies have found that stereotype threat is activated in female chess players when they are matched against male players. I used data from over 5.5 million games of international tournament chess and found no evidence of a stereotype-threat effect. In fact, female players outperform expectations when playing men. Further analysis showed no influence of degree of challenge, player age, nor prevalence of female role models in national chess leagues on differences in performance when women play men versus when they play women. Though this analysis contradicts one specific mechanism of influence of gender stereotypes, the persistent differences between male and female players suggest that systematic factors do exist and remain to be uncovered.


2014 ◽  
Vol 45 (2) ◽  
pp. 112-126 ◽  
Author(s):  
Martin Latsch ◽  
Bettina Hannover

We investigated effects of the media’s portrayal of boys as “scholastic failures” on secondary school students. The negative portrayal induced stereotype threat (boys underperformed in reading), stereotype reactance (boys displayed stronger learning goals towards mathematics but not reading), and stereotype lift (girls performed better in reading but not in mathematics). Apparently, boys were motivated to disconfirm their group’s negative depiction, however, while they could successfully apply compensatory strategies when describing their learning goals, this motivation did not enable them to perform better. Overall the media portrayal thus contributes to the maintenance of gender stereotypes, by impairing boys’ and strengthening girls’ performance in female connoted domains and by prompting boys to align their learning goals to the gender connotation of the domain.


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