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Math and language gender stereotypes: Age and gender differences in implicit biases and explicit beliefs

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  • Heidi A Vuletich
  • Beth Kurtz-Costes
  • Erin Cooley
  • B Keith Payne

Abstract

In a cross-sectional study of youth ages 8–15, we examined implicit and explicit gender stereotypes regarding math and language abilities. We investigated how implicit and explicit stereotypes differ across age and gender groups and whether they are consistent with cultural stereotypes. Participants (N = 270) completed the Affect Misattribution Procedure (AMP) and a survey of explicit beliefs. Across all ages, boys showed neither math nor language implicit gender biases, whereas girls implicitly favored girls in both domains. These findings are counter to cultural stereotypes, which favor boys in math. On the explicit measure, both boys’ and girls’ primary tendency was to favor girls in math and language ability, with the exception of elementary school boys, who rated genders equally. We conclude that objective gender differences in academic success guide differences in children’s explicit reports and implicit biases.

Suggested Citation

  • Heidi A Vuletich & Beth Kurtz-Costes & Erin Cooley & B Keith Payne, 2020. "Math and language gender stereotypes: Age and gender differences in implicit biases and explicit beliefs," PLOS ONE, Public Library of Science, vol. 15(9), pages 1-22, September.
    • Handle: RePEc:plo:pone00:0238230
    DOI: 10.1371/journal.pone.0238230
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    References listed on IDEAS

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    1. Breda, Thomas & Napp, Clotilde, 2019. "Girls' Comparative Advantage in Reading Can Largely Account for the Gender Gap in Math-Intensive Fields," IZA Discussion Papers 12503, Institute of Labor Economics (IZA).
    2. Editors The, 2008. "From the Editors," Basic Income Studies, De Gruyter, vol. 3(1), pages 1-1, July.
    3. Ernst Fehr & Helen Bernhard & Bettina Rockenbach, 2008. "Egalitarianism in young children," Nature, Nature, vol. 454(7208), pages 1079-1083, August.
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    1. Dominique Cappelletti & Maria Vittoria Levati & Matteo Ploner, 2022. "Math ability, gender stereotypes about math ability, and educational choices. Combining experimental and survey data," Working Papers 07/2022, University of Verona, Department of Economics.
    2. Jário Santos & Ig Bittencourt & Marcelo Reis & Geiser Chalco & Seiji Isotani, 2022. "Two billion registered students affected by stereotyped educational environments: an analysis of gender-based color bias," Palgrave Communications, Palgrave Macmillan, vol. 9(1), pages 1-16, December.

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