On the leaky math pipeline: Comparing implicit math-gender stereotypes and math withdrawal in female and male children and adolescents.

摘要: Many models assume that habitual human behavior is guided by spontaneous, automatic, or implicit processes rather than deliberate, rule-based, explicit processes. Thus, math-ability self-concepts and math performance could be related to math-gender stereotypes in addition stereotypes. Two studies assessed at what age stereotyping can observed the relations between these math-related outcomes are children adolescents. Implicit already detected with Association Tests (Greenwald, McGhee, & Schwartz, 1998) among 9-year-old girls. Adolescent girls showed stronger gender adolescent boys, who, on average, did not reveal gender-stereotypic associations. Girls also an affinity language versus 9 years of age. In a regression analysis, predicted academic self-concepts, achievement, enrollment preferences above beyond for but (with exception achievement) boys. These findings suggest important factor dropout female students from math-intensive fields.