We found a match
Your institution may have access to this item. Find your institution then sign in to continue.
- Title
Can Math-Gender Stereotypes Be Reduced? A Theory-Based Intervention Program with Adolescent Girls.
- Authors
Zhao, Fengqing; Zhang, Yiyin; Alterman, Valeria; Zhang, Baoshan; Yu, Guoliang
- Abstract
Math-gender stereotypes have been prevalent with adolescent girls and negatively affect their developmental outcome. The discrepancy between these negative stereotypes and early adolescent girls’ pronounced mathematical performance provides a good opportunity for intervention on negative math-gender stereotypes. This study designed a three-month intervention program based on Identity Threat Model to reduce math-gender stereotypes for middle school girls. Nine intervention sessions were held in classrooms and targeted at changing adolescent girls’ collective representations, situational cues and personal characteristics. Three-wave measures were collected before the intervention (pre-test), immediately after the intervention (post-test), and three months after the end of the intervention (follow-up test). Intervention effect indicators included math-gender stereotypes, self-esteem, math scores and language-gender stereotypes. The results immediately after the intervention showed that math-gender stereotypes were significantly reduced, math scores were improved, and self-esteem and language-gender stereotypes were not significantly affected among girls in the intervention group compared with control group. Follow-up test showed no significant differences between the intervention group and the control group except that math-gender stereotypes in intervention group were still lower than control group, indicating that the intervention activities were effective to reduce adolescent girls’ math-gender stereotypes. The intervention program provided theoretical and educational implications for effective intervention on adolescent girls’ math-gender stereotypes in school or classroom settings.
- Subjects
GENDER differences in mathematical ability; GENDER stereotypes; PSYCHOLOGY of teenage girls; SELF-esteem; SOCIAL stigma; CONTROL groups; PSYCHOLOGY
- Publication
Current Psychology, 2018, Vol 37, Issue 3, p612
- ISSN
1046-1310
- Publication type
Article
- DOI
10.1007/s12144-016-9543-y