Not the Sum of Its Parts: Decomposing Implicit Academic Stereotypes to Understand Sense of Fit in Math and English

Not the Sum of Its Parts: Decomposing Implicit Academic Stereotypes to Understand Sense of Fit in... Stereotypes about gender differences in math and English ability are pervasive. The current research decomposes math and English stereotypes in order to examine the relationship between the four independent components of these stereotypes (i.e., the stereotypic men-math association, the counter stereotypic men-English association, the counter stereotypic women-math association, and the stereotypic women-English association) and students' sense of fit in math and English. 371 undergraduate men and women from a private university located in the Southern United States participated in the current study. Participants completed the Go/No-Go Association Task (GNAT) to assess the independent stereotype components, followed by composite measures of sense of fit in math and English. For women, the women-math association and the women-English association (i.e., ingroup components of stereotypes), and not the men-math and men-English associations (i.e., outgroup components of stereotypes), predicted sense of fit in math and English. For men, only the men-math association predicted sense of fit in English. We discuss the implications of these findings for interventions aimed at improving students' sense of academic fit. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Sex Roles Springer Journals

Not the Sum of Its Parts: Decomposing Implicit Academic Stereotypes to Understand Sense of Fit in Math and English

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Publisher
Springer US
Copyright
Copyright © 2014 by Springer Science+Business Media New York
Subject
Psychology; Gender Studies; Sociology, general; Medicine/Public Health, general
ISSN
0360-0025
eISSN
1573-2762
D.O.I.
10.1007/s11199-014-0428-y
Publisher site
See Article on Publisher Site

Abstract

Stereotypes about gender differences in math and English ability are pervasive. The current research decomposes math and English stereotypes in order to examine the relationship between the four independent components of these stereotypes (i.e., the stereotypic men-math association, the counter stereotypic men-English association, the counter stereotypic women-math association, and the stereotypic women-English association) and students' sense of fit in math and English. 371 undergraduate men and women from a private university located in the Southern United States participated in the current study. Participants completed the Go/No-Go Association Task (GNAT) to assess the independent stereotype components, followed by composite measures of sense of fit in math and English. For women, the women-math association and the women-English association (i.e., ingroup components of stereotypes), and not the men-math and men-English associations (i.e., outgroup components of stereotypes), predicted sense of fit in math and English. For men, only the men-math association predicted sense of fit in English. We discuss the implications of these findings for interventions aimed at improving students' sense of academic fit.

Journal

Sex RolesSpringer Journals

Published: Nov 26, 2014

References

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