Me = Female, Math = Male, therefore Math ≠ Me
14
Me = Female, Math = Male, therefore Math ≠ Me Brian A. Nosek Mahzarin R. Banaji Yale University Anthony G. Greenwald University of Washington
-
Upload
kitra-wells -
Category
Documents
-
view
27 -
download
2
description
Me = Female, Math = Male, therefore Math ≠ Me. Brian A. Nosek Mahzarin R. Banaji Yale University Anthony G. Greenwald University of Washington. Gender differences in participation in mathematics. As level of education increases female participation in math and science declines. - PowerPoint PPT Presentation
Transcript of Me = Female, Math = Male, therefore Math ≠ Me
Me = Female, Math = Male,
therefore Math ≠ Me
Brian A. Nosek
Mahzarin R. Banaji
Yale University
Anthony G. Greenwald
University of Washington
Gender differences in participation in mathematics
As level of education increases female participation in math and science declines
0
20
40
60
80
high school undergraduate graduate work
Percentage of Participants
males females
Differential gender participation in the
sciences
Percentage of Females
Undergraduate Doctorate Math-intensive Sciences
physical sciences 34 23math/computer sciences 35 16engineering 16 9
Math-nonintensive Sciences psychology 73 61social sciences 48 37biological sciences 49 40
Gender differences in performance
Hyde et al., 1990 Cohen’s delementary school -.06high school .29college .32
gifted children .41SAT math .40
Feingold, 1988 Males account for as much as 96%of perfect or near perfect SATmath scores
Explicit vs. Implicit
intentional controlled direct
measurement self-report subject to
presentational biases
unintentional automatic indirect
measurement no self-report
needed not subject to
presentational biases
Explicit Attitudes Implicit Attitudes
Do females hold more negative attitudes toward mathematics than males at an
implicit level?
Math ArtsAlgebra PoetryEquations LiteratureNewton Shakespeare
Pleasant Unpleasantheaven corpselove torturelaughter despise
Attitudes Toward Mathematics
d = 1.03
-193
-97
-200
-150
-100
-50
0
50
RAI in ms.
Females Males
Do females hold more negative attitudes toward science than males at an implicit
level?
Science ArtsPhysics PoetryNASA LiteratureEinstein Shakespeare
Pleasant Unpleasantheaven corpselove torturelaughter despise
-210
-102
-250
-200
-150
-100
-50
0
50
RAI in ms.
Females Males
Attitudes Toward Science
d = .94
Heider’s Balance Theory (1958)Linking Math to the Self
Me
FemaleMath
Me
MaleMath
+
+
+
-
-
+
Females:
Males:
Are males masculine and females feminine?
I TheyMe ThemMine TheirMyself Theirs
Masculine Femininebrother sisterfather motherhe her
94
-94-100
-50
0
50
100
RAI in ms.
Females Males
Feminine
Masculine
Me
Math Female
+
Me
Math Male
+
Me
Math Female
+
Me
Math Male
+
-
+
Is mathematics stereotyped as masculine implicitly?
-161 -173-200
-150
-100
-50
0
50
RAI in ms.
Females Males
Math ArtsAlgebra PoetryEquations LiteratureNewton Shakespeare
Masculine Femininebrother sisterfather motherhe her
Do males identify with math more strongly than females?
d = .59-33
17
-50
0
50
RAI in ms.
Females Males
Math ArtsAlgebra PoetryEquations LiteratureNewton Shakespeare
I TheyMe ThemMine TheirMyself Theirs
Me
Math Female
+
Me
Math Male
+
-
+
-
+
Correlations with gender identity
Gender Identity
Math Self-ConceptStereotyping Math
-.40**
-.29*
.35*
Females:
Males:Gender Identity
Math Self-ConceptStereotyping Math
.32*
.23
-.05
Correlations with performance
.01
-.29*
.16
Females:
Males:
.35*
.23
.52***
SAT Performance
Math Self-ConceptStereotyping Math
SAT Performance
Math Self-ConceptStereotyping Math
Primary findings
Gender differences in orientations toward math measurable outside of conscious control
Implicit findings were consistent with Heider’s balance theory
For females, gender identity related more strongly to implicit beliefs about mathematics
For males, performance related more strongly with implicit beliefs about mathematics
