Girls and the Leaky Math Pipeline

Women are still underrepresented in math-intensivefields like computer science or engineering.Math-gender stereotypes have been identified todiminish both math performance and math interest inwomen. Petra Jelenec investigated implicitmath-gender stereotypes in children and adolescentswith Implicit Association Tests (IATs) and Go/No-GoAssociation Tasks (GNATs). In a large German sample,implicit math-gender stereotypes could be detectedpredominantly in girls. Girls at the age of 9 yearsalready revealed implicit math-gender stereotypes,and for adolescent girls, those implicit stereotypeswere related to academic outcome variables likeability self-concepts and school grades in math andGerman. Further, implicit math-gender stereotypesturned out to be context-dependent. Female universitystudents showed a stronger implicit math-male biasafter completing a difficult math test that wasdescribed in a stereotypical manner. This book isintended for readers interested in implicit socialcognition and stereotype research.

Autorentext
Petra Jelenec studied psychology at the University of Trier(Germany) and finished her doctoral dissertation at theUniversity of Jena (Germany). She works as a researcher andinstructor at the Department of Social Cognition and CognitivePsychology at the University of Jena. Her research focuses ongender stereotypes and stereotype threat.

Klappentext
Women are still underrepresented in math-intensive fields like computer science or engineering. Math-gender stereotypes have been identified to diminish both math performance and math interest in women. Petra Jelenec investigated implicit math-gender stereotypes in children and adolescents with Implicit Association Tests (IATs) and Go/No-Go Association Tasks (GNATs). In a large German sample, implicit math-gender stereotypes could be detected predominantly in girls. Girls at the age of 9 years already revealed implicit math-gender stereotypes, and for adolescent girls, those implicit stereotypes were related to academic outcome variables like ability self-concepts and school grades in math and German. Further, implicit math-gender stereotypes turned out to be context-dependent. Female university students showed a stronger implicit math-male bias after completing a difficult math test that was described in a stereotypical manner. This book is intended for readers interested in implicit social cognition and stereotype research.