High school students’ math and science gender stereotypes: relations with their STEM outcomes and socializers’ stereotypes

Abstract This longitudinal study explores three research questions. First, what is the prevalence of math and science gender stereotypes among high school students, their parents, and teachers? Second, are parents’ and teachers’ gender stereotypes related to adolescents’ stereotypes? And third, are...
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Gespeichert in:

Autor*in:	Starr, Christine R. [verfasserIn] Simpkins, Sandra D. [verfasserIn]

Format:	E-Artikel
Sprache:	Englisch

Erschienen:	2021

Schlagwörter:	STEM Gender stereotypes Stereotype development Parent stereotypes Identity Math Science

Übergeordnetes Werk:	Enthalten in: Social psychology of education - Dordrecht [u.a.] : Springer Science + Business Media B.V, 1996, 24(2021), 1 vom: Feb., Seite 273-298
Übergeordnetes Werk:	volume:24 ; year:2021 ; number:1 ; month:02 ; pages:273-298

Links:	Volltext

DOI / URN:	10.1007/s11218-021-09611-4

Katalog-ID:	SPR043299210

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allfields	10.1007/s11218-021-09611-4 doi (DE-627)SPR043299210 (DE-599)SPRs11218-021-09611-4-e (SPR)s11218-021-09611-4-e DE-627 ger DE-627 rakwb eng 150 370 ASE 77.00 bkl Starr, Christine R. verfasserin aut High school students’ math and science gender stereotypes: relations with their STEM outcomes and socializers’ stereotypes 2021 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier Abstract This longitudinal study explores three research questions. First, what is the prevalence of math and science gender stereotypes among high school students, their parents, and teachers? Second, are parents’ and teachers’ gender stereotypes related to adolescents’ stereotypes? And third, are adolescents’ gender stereotypes associated with their math and science identity and outcomes? We used a nationally representative U.S. sample (N = 22,190, 50% girls, 53% White, 22% Latinx, 13% Black) of adolescents surveyed at 9th and 11th grade, their parents, and teachers. Adolescents’ transcripts were also collected at the end of high school. Adolescent gender stereotypes became significantly more traditional from 9 to 11th grade. Parents were three times more likely to believe that males are better at math/science (compared to believing females are better), and we found significant positive relations between parents’ and adolescents’ stereotypes. Finally, adolescents’ math/science gender stereotypes were significantly related to their math/science identity, which in turn was related to their STEM outcomes over the course of high school. Our findings give insight to the development of academic gender stereotypes in adolescence, their potential precursors, and their relations to academic outcomes. STEM (dpeaa)DE-He213 Gender stereotypes (dpeaa)DE-He213 Stereotype development (dpeaa)DE-He213 Parent stereotypes (dpeaa)DE-He213 Identity (dpeaa)DE-He213 Math (dpeaa)DE-He213 Science (dpeaa)DE-He213 Simpkins, Sandra D. verfasserin aut Enthalten in Social psychology of education Dordrecht [u.a.] : Springer Science + Business Media B.V, 1996 24(2021), 1 vom: Feb., Seite 273-298 (DE-627)320589188 (DE-600)2018691-5 1573-1928 nnns volume:24 year:2021 number:1 month:02 pages:273-298 https://dx.doi.org/10.1007/s11218-021-09611-4 lizenzpflichtig Volltext GBV_USEFLAG_A SYSFLAG_A GBV_SPRINGER GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_32 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_90 GBV_ILN_95 GBV_ILN_100 GBV_ILN_101 GBV_ILN_105 GBV_ILN_110 GBV_ILN_120 GBV_ILN_138 GBV_ILN_150 GBV_ILN_151 GBV_ILN_152 GBV_ILN_161 GBV_ILN_170 GBV_ILN_171 GBV_ILN_187 GBV_ILN_213 GBV_ILN_224 GBV_ILN_230 GBV_ILN_250 GBV_ILN_281 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_636 GBV_ILN_702 GBV_ILN_2001 GBV_ILN_2003 GBV_ILN_2004 GBV_ILN_2005 GBV_ILN_2006 GBV_ILN_2007 GBV_ILN_2008 GBV_ILN_2009 GBV_ILN_2010 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2015 GBV_ILN_2020 GBV_ILN_2021 GBV_ILN_2025 GBV_ILN_2026 GBV_ILN_2027 GBV_ILN_2031 GBV_ILN_2034 GBV_ILN_2037 GBV_ILN_2038 GBV_ILN_2039 GBV_ILN_2044 GBV_ILN_2048 GBV_ILN_2049 GBV_ILN_2050 GBV_ILN_2055 GBV_ILN_2056 GBV_ILN_2057 GBV_ILN_2059 GBV_ILN_2061 GBV_ILN_2064 GBV_ILN_2065 GBV_ILN_2068 GBV_ILN_2088 GBV_ILN_2093 GBV_ILN_2106 GBV_ILN_2107 GBV_ILN_2108 GBV_ILN_2110 GBV_ILN_2111 GBV_ILN_2112 GBV_ILN_2113 GBV_ILN_2118 GBV_ILN_2122 GBV_ILN_2129 GBV_ILN_2143 GBV_ILN_2144 GBV_ILN_2147 GBV_ILN_2148 GBV_ILN_2152 GBV_ILN_2153 GBV_ILN_2188 GBV_ILN_2190 GBV_ILN_2232 GBV_ILN_2336 GBV_ILN_2446 GBV_ILN_2470 GBV_ILN_2472 GBV_ILN_2507 GBV_ILN_2522 GBV_ILN_2548 GBV_ILN_4012 GBV_ILN_4035 GBV_ILN_4037 GBV_ILN_4046 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4242 GBV_ILN_4246 GBV_ILN_4249 GBV_ILN_4251 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4328 GBV_ILN_4333 GBV_ILN_4334 GBV_ILN_4335 GBV_ILN_4336 GBV_ILN_4338 GBV_ILN_4393 GBV_ILN_4700 77.00 ASE AR 24 2021 1 02 273-298
spelling	10.1007/s11218-021-09611-4 doi (DE-627)SPR043299210 (DE-599)SPRs11218-021-09611-4-e (SPR)s11218-021-09611-4-e DE-627 ger DE-627 rakwb eng 150 370 ASE 77.00 bkl Starr, Christine R. verfasserin aut High school students’ math and science gender stereotypes: relations with their STEM outcomes and socializers’ stereotypes 2021 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier Abstract This longitudinal study explores three research questions. First, what is the prevalence of math and science gender stereotypes among high school students, their parents, and teachers? Second, are parents’ and teachers’ gender stereotypes related to adolescents’ stereotypes? And third, are adolescents’ gender stereotypes associated with their math and science identity and outcomes? We used a nationally representative U.S. sample (N = 22,190, 50% girls, 53% White, 22% Latinx, 13% Black) of adolescents surveyed at 9th and 11th grade, their parents, and teachers. Adolescents’ transcripts were also collected at the end of high school. Adolescent gender stereotypes became significantly more traditional from 9 to 11th grade. Parents were three times more likely to believe that males are better at math/science (compared to believing females are better), and we found significant positive relations between parents’ and adolescents’ stereotypes. Finally, adolescents’ math/science gender stereotypes were significantly related to their math/science identity, which in turn was related to their STEM outcomes over the course of high school. Our findings give insight to the development of academic gender stereotypes in adolescence, their potential precursors, and their relations to academic outcomes. STEM (dpeaa)DE-He213 Gender stereotypes (dpeaa)DE-He213 Stereotype development (dpeaa)DE-He213 Parent stereotypes (dpeaa)DE-He213 Identity (dpeaa)DE-He213 Math (dpeaa)DE-He213 Science (dpeaa)DE-He213 Simpkins, Sandra D. verfasserin aut Enthalten in Social psychology of education Dordrecht [u.a.] : Springer Science + Business Media B.V, 1996 24(2021), 1 vom: Feb., Seite 273-298 (DE-627)320589188 (DE-600)2018691-5 1573-1928 nnns volume:24 year:2021 number:1 month:02 pages:273-298 https://dx.doi.org/10.1007/s11218-021-09611-4 lizenzpflichtig Volltext GBV_USEFLAG_A SYSFLAG_A GBV_SPRINGER GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_32 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_90 GBV_ILN_95 GBV_ILN_100 GBV_ILN_101 GBV_ILN_105 GBV_ILN_110 GBV_ILN_120 GBV_ILN_138 GBV_ILN_150 GBV_ILN_151 GBV_ILN_152 GBV_ILN_161 GBV_ILN_170 GBV_ILN_171 GBV_ILN_187 GBV_ILN_213 GBV_ILN_224 GBV_ILN_230 GBV_ILN_250 GBV_ILN_281 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_636 GBV_ILN_702 GBV_ILN_2001 GBV_ILN_2003 GBV_ILN_2004 GBV_ILN_2005 GBV_ILN_2006 GBV_ILN_2007 GBV_ILN_2008 GBV_ILN_2009 GBV_ILN_2010 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2015 GBV_ILN_2020 GBV_ILN_2021 GBV_ILN_2025 GBV_ILN_2026 GBV_ILN_2027 GBV_ILN_2031 GBV_ILN_2034 GBV_ILN_2037 GBV_ILN_2038 GBV_ILN_2039 GBV_ILN_2044 GBV_ILN_2048 GBV_ILN_2049 GBV_ILN_2050 GBV_ILN_2055 GBV_ILN_2056 GBV_ILN_2057 GBV_ILN_2059 GBV_ILN_2061 GBV_ILN_2064 GBV_ILN_2065 GBV_ILN_2068 GBV_ILN_2088 GBV_ILN_2093 GBV_ILN_2106 GBV_ILN_2107 GBV_ILN_2108 GBV_ILN_2110 GBV_ILN_2111 GBV_ILN_2112 GBV_ILN_2113 GBV_ILN_2118 GBV_ILN_2122 GBV_ILN_2129 GBV_ILN_2143 GBV_ILN_2144 GBV_ILN_2147 GBV_ILN_2148 GBV_ILN_2152 GBV_ILN_2153 GBV_ILN_2188 GBV_ILN_2190 GBV_ILN_2232 GBV_ILN_2336 GBV_ILN_2446 GBV_ILN_2470 GBV_ILN_2472 GBV_ILN_2507 GBV_ILN_2522 GBV_ILN_2548 GBV_ILN_4012 GBV_ILN_4035 GBV_ILN_4037 GBV_ILN_4046 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4242 GBV_ILN_4246 GBV_ILN_4249 GBV_ILN_4251 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4328 GBV_ILN_4333 GBV_ILN_4334 GBV_ILN_4335 GBV_ILN_4336 GBV_ILN_4338 GBV_ILN_4393 GBV_ILN_4700 77.00 ASE AR 24 2021 1 02 273-298
allfields_unstemmed	10.1007/s11218-021-09611-4 doi (DE-627)SPR043299210 (DE-599)SPRs11218-021-09611-4-e (SPR)s11218-021-09611-4-e DE-627 ger DE-627 rakwb eng 150 370 ASE 77.00 bkl Starr, Christine R. verfasserin aut High school students’ math and science gender stereotypes: relations with their STEM outcomes and socializers’ stereotypes 2021 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier Abstract This longitudinal study explores three research questions. First, what is the prevalence of math and science gender stereotypes among high school students, their parents, and teachers? Second, are parents’ and teachers’ gender stereotypes related to adolescents’ stereotypes? And third, are adolescents’ gender stereotypes associated with their math and science identity and outcomes? We used a nationally representative U.S. sample (N = 22,190, 50% girls, 53% White, 22% Latinx, 13% Black) of adolescents surveyed at 9th and 11th grade, their parents, and teachers. Adolescents’ transcripts were also collected at the end of high school. Adolescent gender stereotypes became significantly more traditional from 9 to 11th grade. Parents were three times more likely to believe that males are better at math/science (compared to believing females are better), and we found significant positive relations between parents’ and adolescents’ stereotypes. Finally, adolescents’ math/science gender stereotypes were significantly related to their math/science identity, which in turn was related to their STEM outcomes over the course of high school. Our findings give insight to the development of academic gender stereotypes in adolescence, their potential precursors, and their relations to academic outcomes. STEM (dpeaa)DE-He213 Gender stereotypes (dpeaa)DE-He213 Stereotype development (dpeaa)DE-He213 Parent stereotypes (dpeaa)DE-He213 Identity (dpeaa)DE-He213 Math (dpeaa)DE-He213 Science (dpeaa)DE-He213 Simpkins, Sandra D. verfasserin aut Enthalten in Social psychology of education Dordrecht [u.a.] : Springer Science + Business Media B.V, 1996 24(2021), 1 vom: Feb., Seite 273-298 (DE-627)320589188 (DE-600)2018691-5 1573-1928 nnns volume:24 year:2021 number:1 month:02 pages:273-298 https://dx.doi.org/10.1007/s11218-021-09611-4 lizenzpflichtig Volltext GBV_USEFLAG_A SYSFLAG_A GBV_SPRINGER GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_32 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_90 GBV_ILN_95 GBV_ILN_100 GBV_ILN_101 GBV_ILN_105 GBV_ILN_110 GBV_ILN_120 GBV_ILN_138 GBV_ILN_150 GBV_ILN_151 GBV_ILN_152 GBV_ILN_161 GBV_ILN_170 GBV_ILN_171 GBV_ILN_187 GBV_ILN_213 GBV_ILN_224 GBV_ILN_230 GBV_ILN_250 GBV_ILN_281 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_636 GBV_ILN_702 GBV_ILN_2001 GBV_ILN_2003 GBV_ILN_2004 GBV_ILN_2005 GBV_ILN_2006 GBV_ILN_2007 GBV_ILN_2008 GBV_ILN_2009 GBV_ILN_2010 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2015 GBV_ILN_2020 GBV_ILN_2021 GBV_ILN_2025 GBV_ILN_2026 GBV_ILN_2027 GBV_ILN_2031 GBV_ILN_2034 GBV_ILN_2037 GBV_ILN_2038 GBV_ILN_2039 GBV_ILN_2044 GBV_ILN_2048 GBV_ILN_2049 GBV_ILN_2050 GBV_ILN_2055 GBV_ILN_2056 GBV_ILN_2057 GBV_ILN_2059 GBV_ILN_2061 GBV_ILN_2064 GBV_ILN_2065 GBV_ILN_2068 GBV_ILN_2088 GBV_ILN_2093 GBV_ILN_2106 GBV_ILN_2107 GBV_ILN_2108 GBV_ILN_2110 GBV_ILN_2111 GBV_ILN_2112 GBV_ILN_2113 GBV_ILN_2118 GBV_ILN_2122 GBV_ILN_2129 GBV_ILN_2143 GBV_ILN_2144 GBV_ILN_2147 GBV_ILN_2148 GBV_ILN_2152 GBV_ILN_2153 GBV_ILN_2188 GBV_ILN_2190 GBV_ILN_2232 GBV_ILN_2336 GBV_ILN_2446 GBV_ILN_2470 GBV_ILN_2472 GBV_ILN_2507 GBV_ILN_2522 GBV_ILN_2548 GBV_ILN_4012 GBV_ILN_4035 GBV_ILN_4037 GBV_ILN_4046 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4242 GBV_ILN_4246 GBV_ILN_4249 GBV_ILN_4251 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4328 GBV_ILN_4333 GBV_ILN_4334 GBV_ILN_4335 GBV_ILN_4336 GBV_ILN_4338 GBV_ILN_4393 GBV_ILN_4700 77.00 ASE AR 24 2021 1 02 273-298
allfieldsGer	10.1007/s11218-021-09611-4 doi (DE-627)SPR043299210 (DE-599)SPRs11218-021-09611-4-e (SPR)s11218-021-09611-4-e DE-627 ger DE-627 rakwb eng 150 370 ASE 77.00 bkl Starr, Christine R. verfasserin aut High school students’ math and science gender stereotypes: relations with their STEM outcomes and socializers’ stereotypes 2021 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier Abstract This longitudinal study explores three research questions. First, what is the prevalence of math and science gender stereotypes among high school students, their parents, and teachers? Second, are parents’ and teachers’ gender stereotypes related to adolescents’ stereotypes? And third, are adolescents’ gender stereotypes associated with their math and science identity and outcomes? We used a nationally representative U.S. sample (N = 22,190, 50% girls, 53% White, 22% Latinx, 13% Black) of adolescents surveyed at 9th and 11th grade, their parents, and teachers. Adolescents’ transcripts were also collected at the end of high school. Adolescent gender stereotypes became significantly more traditional from 9 to 11th grade. Parents were three times more likely to believe that males are better at math/science (compared to believing females are better), and we found significant positive relations between parents’ and adolescents’ stereotypes. Finally, adolescents’ math/science gender stereotypes were significantly related to their math/science identity, which in turn was related to their STEM outcomes over the course of high school. Our findings give insight to the development of academic gender stereotypes in adolescence, their potential precursors, and their relations to academic outcomes. STEM (dpeaa)DE-He213 Gender stereotypes (dpeaa)DE-He213 Stereotype development (dpeaa)DE-He213 Parent stereotypes (dpeaa)DE-He213 Identity (dpeaa)DE-He213 Math (dpeaa)DE-He213 Science (dpeaa)DE-He213 Simpkins, Sandra D. verfasserin aut Enthalten in Social psychology of education Dordrecht [u.a.] : Springer Science + Business Media B.V, 1996 24(2021), 1 vom: Feb., Seite 273-298 (DE-627)320589188 (DE-600)2018691-5 1573-1928 nnns volume:24 year:2021 number:1 month:02 pages:273-298 https://dx.doi.org/10.1007/s11218-021-09611-4 lizenzpflichtig Volltext GBV_USEFLAG_A SYSFLAG_A GBV_SPRINGER GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_32 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_90 GBV_ILN_95 GBV_ILN_100 GBV_ILN_101 GBV_ILN_105 GBV_ILN_110 GBV_ILN_120 GBV_ILN_138 GBV_ILN_150 GBV_ILN_151 GBV_ILN_152 GBV_ILN_161 GBV_ILN_170 GBV_ILN_171 GBV_ILN_187 GBV_ILN_213 GBV_ILN_224 GBV_ILN_230 GBV_ILN_250 GBV_ILN_281 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_636 GBV_ILN_702 GBV_ILN_2001 GBV_ILN_2003 GBV_ILN_2004 GBV_ILN_2005 GBV_ILN_2006 GBV_ILN_2007 GBV_ILN_2008 GBV_ILN_2009 GBV_ILN_2010 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2015 GBV_ILN_2020 GBV_ILN_2021 GBV_ILN_2025 GBV_ILN_2026 GBV_ILN_2027 GBV_ILN_2031 GBV_ILN_2034 GBV_ILN_2037 GBV_ILN_2038 GBV_ILN_2039 GBV_ILN_2044 GBV_ILN_2048 GBV_ILN_2049 GBV_ILN_2050 GBV_ILN_2055 GBV_ILN_2056 GBV_ILN_2057 GBV_ILN_2059 GBV_ILN_2061 GBV_ILN_2064 GBV_ILN_2065 GBV_ILN_2068 GBV_ILN_2088 GBV_ILN_2093 GBV_ILN_2106 GBV_ILN_2107 GBV_ILN_2108 GBV_ILN_2110 GBV_ILN_2111 GBV_ILN_2112 GBV_ILN_2113 GBV_ILN_2118 GBV_ILN_2122 GBV_ILN_2129 GBV_ILN_2143 GBV_ILN_2144 GBV_ILN_2147 GBV_ILN_2148 GBV_ILN_2152 GBV_ILN_2153 GBV_ILN_2188 GBV_ILN_2190 GBV_ILN_2232 GBV_ILN_2336 GBV_ILN_2446 GBV_ILN_2470 GBV_ILN_2472 GBV_ILN_2507 GBV_ILN_2522 GBV_ILN_2548 GBV_ILN_4012 GBV_ILN_4035 GBV_ILN_4037 GBV_ILN_4046 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4242 GBV_ILN_4246 GBV_ILN_4249 GBV_ILN_4251 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4328 GBV_ILN_4333 GBV_ILN_4334 GBV_ILN_4335 GBV_ILN_4336 GBV_ILN_4338 GBV_ILN_4393 GBV_ILN_4700 77.00 ASE AR 24 2021 1 02 273-298
allfieldsSound	10.1007/s11218-021-09611-4 doi (DE-627)SPR043299210 (DE-599)SPRs11218-021-09611-4-e (SPR)s11218-021-09611-4-e DE-627 ger DE-627 rakwb eng 150 370 ASE 77.00 bkl Starr, Christine R. verfasserin aut High school students’ math and science gender stereotypes: relations with their STEM outcomes and socializers’ stereotypes 2021 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier Abstract This longitudinal study explores three research questions. First, what is the prevalence of math and science gender stereotypes among high school students, their parents, and teachers? Second, are parents’ and teachers’ gender stereotypes related to adolescents’ stereotypes? And third, are adolescents’ gender stereotypes associated with their math and science identity and outcomes? We used a nationally representative U.S. sample (N = 22,190, 50% girls, 53% White, 22% Latinx, 13% Black) of adolescents surveyed at 9th and 11th grade, their parents, and teachers. Adolescents’ transcripts were also collected at the end of high school. Adolescent gender stereotypes became significantly more traditional from 9 to 11th grade. Parents were three times more likely to believe that males are better at math/science (compared to believing females are better), and we found significant positive relations between parents’ and adolescents’ stereotypes. Finally, adolescents’ math/science gender stereotypes were significantly related to their math/science identity, which in turn was related to their STEM outcomes over the course of high school. Our findings give insight to the development of academic gender stereotypes in adolescence, their potential precursors, and their relations to academic outcomes. STEM (dpeaa)DE-He213 Gender stereotypes (dpeaa)DE-He213 Stereotype development (dpeaa)DE-He213 Parent stereotypes (dpeaa)DE-He213 Identity (dpeaa)DE-He213 Math (dpeaa)DE-He213 Science (dpeaa)DE-He213 Simpkins, Sandra D. verfasserin aut Enthalten in Social psychology of education Dordrecht [u.a.] : Springer Science + Business Media B.V, 1996 24(2021), 1 vom: Feb., Seite 273-298 (DE-627)320589188 (DE-600)2018691-5 1573-1928 nnns volume:24 year:2021 number:1 month:02 pages:273-298 https://dx.doi.org/10.1007/s11218-021-09611-4 lizenzpflichtig Volltext GBV_USEFLAG_A SYSFLAG_A GBV_SPRINGER GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_32 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_90 GBV_ILN_95 GBV_ILN_100 GBV_ILN_101 GBV_ILN_105 GBV_ILN_110 GBV_ILN_120 GBV_ILN_138 GBV_ILN_150 GBV_ILN_151 GBV_ILN_152 GBV_ILN_161 GBV_ILN_170 GBV_ILN_171 GBV_ILN_187 GBV_ILN_213 GBV_ILN_224 GBV_ILN_230 GBV_ILN_250 GBV_ILN_281 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_636 GBV_ILN_702 GBV_ILN_2001 GBV_ILN_2003 GBV_ILN_2004 GBV_ILN_2005 GBV_ILN_2006 GBV_ILN_2007 GBV_ILN_2008 GBV_ILN_2009 GBV_ILN_2010 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2015 GBV_ILN_2020 GBV_ILN_2021 GBV_ILN_2025 GBV_ILN_2026 GBV_ILN_2027 GBV_ILN_2031 GBV_ILN_2034 GBV_ILN_2037 GBV_ILN_2038 GBV_ILN_2039 GBV_ILN_2044 GBV_ILN_2048 GBV_ILN_2049 GBV_ILN_2050 GBV_ILN_2055 GBV_ILN_2056 GBV_ILN_2057 GBV_ILN_2059 GBV_ILN_2061 GBV_ILN_2064 GBV_ILN_2065 GBV_ILN_2068 GBV_ILN_2088 GBV_ILN_2093 GBV_ILN_2106 GBV_ILN_2107 GBV_ILN_2108 GBV_ILN_2110 GBV_ILN_2111 GBV_ILN_2112 GBV_ILN_2113 GBV_ILN_2118 GBV_ILN_2122 GBV_ILN_2129 GBV_ILN_2143 GBV_ILN_2144 GBV_ILN_2147 GBV_ILN_2148 GBV_ILN_2152 GBV_ILN_2153 GBV_ILN_2188 GBV_ILN_2190 GBV_ILN_2232 GBV_ILN_2336 GBV_ILN_2446 GBV_ILN_2470 GBV_ILN_2472 GBV_ILN_2507 GBV_ILN_2522 GBV_ILN_2548 GBV_ILN_4012 GBV_ILN_4035 GBV_ILN_4037 GBV_ILN_4046 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4242 GBV_ILN_4246 GBV_ILN_4249 GBV_ILN_4251 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4328 GBV_ILN_4333 GBV_ILN_4334 GBV_ILN_4335 GBV_ILN_4336 GBV_ILN_4338 GBV_ILN_4393 GBV_ILN_4700 77.00 ASE AR 24 2021 1 02 273-298
language	English
source	Enthalten in Social psychology of education 24(2021), 1 vom: Feb., Seite 273-298 volume:24 year:2021 number:1 month:02 pages:273-298
sourceStr	Enthalten in Social psychology of education 24(2021), 1 vom: Feb., Seite 273-298 volume:24 year:2021 number:1 month:02 pages:273-298
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topic_facet	STEM Gender stereotypes Stereotype development Parent stereotypes Identity Math Science
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container_title	Social psychology of education
authorswithroles_txt_mv	Starr, Christine R. @@aut@@ Simpkins, Sandra D. @@aut@@
publishDateDaySort_date	2021-02-01T00:00:00Z
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author	Starr, Christine R.
spellingShingle	Starr, Christine R. ddc 150 bkl 77.00 misc STEM misc Gender stereotypes misc Stereotype development misc Parent stereotypes misc Identity misc Math misc Science High school students’ math and science gender stereotypes: relations with their STEM outcomes and socializers’ stereotypes
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topic_title	150 370 ASE 77.00 bkl High school students’ math and science gender stereotypes: relations with their STEM outcomes and socializers’ stereotypes STEM (dpeaa)DE-He213 Gender stereotypes (dpeaa)DE-He213 Stereotype development (dpeaa)DE-He213 Parent stereotypes (dpeaa)DE-He213 Identity (dpeaa)DE-He213 Math (dpeaa)DE-He213 Science (dpeaa)DE-He213
topic	ddc 150 bkl 77.00 misc STEM misc Gender stereotypes misc Stereotype development misc Parent stereotypes misc Identity misc Math misc Science
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title	High school students’ math and science gender stereotypes: relations with their STEM outcomes and socializers’ stereotypes
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title_full	High school students’ math and science gender stereotypes: relations with their STEM outcomes and socializers’ stereotypes
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title_sort	high school students’ math and science gender stereotypes: relations with their stem outcomes and socializers’ stereotypes
title_auth	High school students’ math and science gender stereotypes: relations with their STEM outcomes and socializers’ stereotypes
abstract	Abstract This longitudinal study explores three research questions. First, what is the prevalence of math and science gender stereotypes among high school students, their parents, and teachers? Second, are parents’ and teachers’ gender stereotypes related to adolescents’ stereotypes? And third, are adolescents’ gender stereotypes associated with their math and science identity and outcomes? We used a nationally representative U.S. sample (N = 22,190, 50% girls, 53% White, 22% Latinx, 13% Black) of adolescents surveyed at 9th and 11th grade, their parents, and teachers. Adolescents’ transcripts were also collected at the end of high school. Adolescent gender stereotypes became significantly more traditional from 9 to 11th grade. Parents were three times more likely to believe that males are better at math/science (compared to believing females are better), and we found significant positive relations between parents’ and adolescents’ stereotypes. Finally, adolescents’ math/science gender stereotypes were significantly related to their math/science identity, which in turn was related to their STEM outcomes over the course of high school. Our findings give insight to the development of academic gender stereotypes in adolescence, their potential precursors, and their relations to academic outcomes.
abstractGer	Abstract This longitudinal study explores three research questions. First, what is the prevalence of math and science gender stereotypes among high school students, their parents, and teachers? Second, are parents’ and teachers’ gender stereotypes related to adolescents’ stereotypes? And third, are adolescents’ gender stereotypes associated with their math and science identity and outcomes? We used a nationally representative U.S. sample (N = 22,190, 50% girls, 53% White, 22% Latinx, 13% Black) of adolescents surveyed at 9th and 11th grade, their parents, and teachers. Adolescents’ transcripts were also collected at the end of high school. Adolescent gender stereotypes became significantly more traditional from 9 to 11th grade. Parents were three times more likely to believe that males are better at math/science (compared to believing females are better), and we found significant positive relations between parents’ and adolescents’ stereotypes. Finally, adolescents’ math/science gender stereotypes were significantly related to their math/science identity, which in turn was related to their STEM outcomes over the course of high school. Our findings give insight to the development of academic gender stereotypes in adolescence, their potential precursors, and their relations to academic outcomes.
abstract_unstemmed	Abstract This longitudinal study explores three research questions. First, what is the prevalence of math and science gender stereotypes among high school students, their parents, and teachers? Second, are parents’ and teachers’ gender stereotypes related to adolescents’ stereotypes? And third, are adolescents’ gender stereotypes associated with their math and science identity and outcomes? We used a nationally representative U.S. sample (N = 22,190, 50% girls, 53% White, 22% Latinx, 13% Black) of adolescents surveyed at 9th and 11th grade, their parents, and teachers. Adolescents’ transcripts were also collected at the end of high school. Adolescent gender stereotypes became significantly more traditional from 9 to 11th grade. Parents were three times more likely to believe that males are better at math/science (compared to believing females are better), and we found significant positive relations between parents’ and adolescents’ stereotypes. Finally, adolescents’ math/science gender stereotypes were significantly related to their math/science identity, which in turn was related to their STEM outcomes over the course of high school. Our findings give insight to the development of academic gender stereotypes in adolescence, their potential precursors, and their relations to academic outcomes.
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title_short	High school students’ math and science gender stereotypes: relations with their STEM outcomes and socializers’ stereotypes
url	https://dx.doi.org/10.1007/s11218-021-09611-4
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author2	Simpkins, Sandra D.
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doi_str	10.1007/s11218-021-09611-4
up_date	2024-07-03T17:47:15.113Z
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High school students’ math and science gender stereotypes: relations with their STEM outcomes and socializers’ stereotypes

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