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18 - The Hidden Classroom: How Gender Stereotypes Impact Academic Achievement

from Part III - Interventions from Educational and Social/Personality Psychology

Published online by Cambridge University Press:  18 September 2020

By
Antonya M. Gonzalez ,
Hee Jae Julie Oh  and
Andrew S. Baron
Edited by
Frank C. Worrell ,
Tammy L. Hughes  and
Dante D. Dixson
Frank C. Worrell
Affiliation:
University of California, Berkeley
Tammy L. Hughes
Affiliation:
Duquesne University, Pittsburgh
Dante D. Dixson
Affiliation:
Michigan State University
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Summary

Stereotypes associating math more with men and boys than women and girls have been identified as a contributing factor to women’s underrepresentation in science, technology, engineering, and math (STEM) fields. Unfortunately, these stereotypes emerge as early as elementary school and begin to shape young girls’ math achievement and interest. This chapter documents the sources both in and outside of the school environment that contribute to the development of these stereotypes and reviews evidence for the relationship between children’s stereotypes and their math achievement. Furthermore, this chapter reviews recent research on interventions to increase young girls’ engagement in math-related fields. Strategies are provided for caregivers and educators to help change stereotypes about math and gender and disrupt the impact of these stereotypes on girls’ behavior.

Keywords

stereotypesprejudicegendersocial cognitionmathematicseducation
Type
Chapter
Information
The Cambridge Handbook of Applied School Psychology , pp. 295 - 314
Publisher: Cambridge University Press
Print publication year: 2020

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