The effect of gender stereotypes on young girls’ intuitive number sense

Despite the global importance of science, engineering, and math-related fields, women are consistently underrepresented in these areas. One source of this disparity is likely the prevalence of gender stereotypes that constrain girls’ and women’s math performance and interest. The current research ex...

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Autores principales:	Antonya Marie Gonzalez, Darko Odic, Toni Schmader, Katharina Block, Andrew Scott Baron
Formato:	article
Lenguaje:	EN
Publicado:	Public Library of Science (PLoS) 2021
Materias:	Medicine R Science Q
Acceso en línea:	https://doaj.org/article/d060b79f4725426cb4692cb5c028475b
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spelling	oai:doaj.org-article:d060b79f4725426cb4692cb5c028475b2021-11-04T06:49:38ZThe effect of gender stereotypes on young girls’ intuitive number sense1932-6203https://doaj.org/article/d060b79f4725426cb4692cb5c028475b2021-01-01T00:00:00Zhttps://www.ncbi.nlm.nih.gov/pmc/articles/PMC8553059/?tool=EBIhttps://doaj.org/toc/1932-6203Despite the global importance of science, engineering, and math-related fields, women are consistently underrepresented in these areas. One source of this disparity is likely the prevalence of gender stereotypes that constrain girls’ and women’s math performance and interest. The current research explores the developmental roots of these effects by examining the impact of stereotypes on young girls’ intuitive number sense, a universal skill that predicts later math ability. Across four studies, 762 children ages 3–6 were presented with a task measuring their Approximate Number System accuracy. Instructions given before the task varied by condition. In the two control conditions, the task was described to children either as a game or a test of eyesight ability. In the experimental condition, the task was described as a test of math ability and that researchers were interested in whether boys or girls were better at math and counting. Separately, we measured children’s explicit beliefs about math and gender. Results conducted on the combined dataset indicated that while only a small number of girls in the sample had stereotypes associating math with boys, these girls performed significantly worse on a test of Approximate Number System accuracy when it was framed as a math test rather than a game or an eyesight test. These results provide novel evidence that for young girls who do endorse stereotypes about math and gender, contextual activation of these stereotypes may impair their intuitive number sense, potentially affecting their acquisition of formal mathematics concepts and developing interest in math-related fields.Antonya Marie GonzalezDarko OdicToni SchmaderKatharina BlockAndrew Scott BaronPublic Library of Science (PLoS)articleMedicineRScienceQENPLoS ONE, Vol 16, Iss 10 (2021)
institution	DOAJ
collection	DOAJ
language	EN
topic	Medicine R Science Q
spellingShingle	Medicine R Science Q Antonya Marie Gonzalez Darko Odic Toni Schmader Katharina Block Andrew Scott Baron The effect of gender stereotypes on young girls’ intuitive number sense
description	Despite the global importance of science, engineering, and math-related fields, women are consistently underrepresented in these areas. One source of this disparity is likely the prevalence of gender stereotypes that constrain girls’ and women’s math performance and interest. The current research explores the developmental roots of these effects by examining the impact of stereotypes on young girls’ intuitive number sense, a universal skill that predicts later math ability. Across four studies, 762 children ages 3–6 were presented with a task measuring their Approximate Number System accuracy. Instructions given before the task varied by condition. In the two control conditions, the task was described to children either as a game or a test of eyesight ability. In the experimental condition, the task was described as a test of math ability and that researchers were interested in whether boys or girls were better at math and counting. Separately, we measured children’s explicit beliefs about math and gender. Results conducted on the combined dataset indicated that while only a small number of girls in the sample had stereotypes associating math with boys, these girls performed significantly worse on a test of Approximate Number System accuracy when it was framed as a math test rather than a game or an eyesight test. These results provide novel evidence that for young girls who do endorse stereotypes about math and gender, contextual activation of these stereotypes may impair their intuitive number sense, potentially affecting their acquisition of formal mathematics concepts and developing interest in math-related fields.
format	article
author	Antonya Marie Gonzalez Darko Odic Toni Schmader Katharina Block Andrew Scott Baron
author_facet	Antonya Marie Gonzalez Darko Odic Toni Schmader Katharina Block Andrew Scott Baron
author_sort	Antonya Marie Gonzalez
title	The effect of gender stereotypes on young girls’ intuitive number sense
title_short	The effect of gender stereotypes on young girls’ intuitive number sense
title_full	The effect of gender stereotypes on young girls’ intuitive number sense
title_fullStr	The effect of gender stereotypes on young girls’ intuitive number sense
title_full_unstemmed	The effect of gender stereotypes on young girls’ intuitive number sense
title_sort	effect of gender stereotypes on young girls’ intuitive number sense
publisher	Public Library of Science (PLoS)
publishDate	2021
url	https://doaj.org/article/d060b79f4725426cb4692cb5c028475b
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The effect of gender stereotypes on young girls’ intuitive number sense

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