Girls and the leaky math pipeline [Elektronische Ressource] : implicit math gender stereotypes and math withdrawal in female adolescents and women / von Petra Jelenec

Petra Jelenec

Sujets

• Psychologie

Informations

• Publié par: friedrich-schiller-universitat_jena
• Publié le: 01 janvier 2008
• Nombre de lectures: 42
• Langue: English
• Poids de l'ouvrage: 1 Mo

Extrait

Dissertation
Petra Jelenec






Girls and the Leaky Math Pipeline


Implicit Math-Gender Stereotypes and Math
Withdrawal in Female Adolescents and Women




Dissertation
zur Erlangung des akademischen Grades
doctor philosophiae (Dr. phil.)



vorgelegt dem Rat der Fakultät für Sozial- und
Verhaltenswissenschaften
der Friedrich-Schiller-Universität Jena



von Dipl.-Psych. Petra Jelenec
geboren am 07.04.1975 in Bergneustadt







































Gutachter

1. Prof. Dr. M. C. Steffens

2. Prof. Dr. P. Noack




Tag des Kolloquiums: 26.05.2008


Acknowledgements
I am greatly indebted to Prof. Dr. Melanie C. Steffens for being a most valuable
mentor who provided me with an enormous amount of support and encouragement. My
special thanks are dedicated to my second supervisor Prof. Dr. Peter Noack.
I want to thank a large number of research students who helped with recruiting
subjects and running experiments. Many thanks to Lars Buder, Kristine N. Goergens, Julia
Anheuser, Julia Lichau, Yvonne Still, Ulrike Leich, Ulrike Zieger, and also Miriam
Edelmann, Jennie Graef, Saskia Lucht, Katrin Meinerling, Sarah Nase, Mirco Peveling, Elena
Redwanz, Björke Roos, and Kathrin Utz!
I would like to thank Janette Schult, Irena D. Ebert, and Rul von Stülpnagel for all
helpful comments and advice in all stages of this project. Many thanks also to Nilanjana
Dasgupta and Jean-Claude Croizet for detailed comments and suggestions on this work.
Many thanks go to all children, teachers and directors of all schools, especially Marlen
Meyer, Christa-Maria Goergens, and Walter Ammon.
My very special thanks go to my parents, my aunt Ana Klemencic, and my friends
Stefan Huber, Romy Lauche, and Helmut Hahn for their continuous encouragement of my
work.
IV

Table of Contents
1 Introduction......................................................................................................................1
1.1 The gender gap in math-intensive fields and its theoretical explanations ....................2
1.2 Implicit stereotypes....................................................................................................6
1.2.1 Measuring implicit stereotypes............................................................................6
1.2.2 Implicit math-gender stereotypes.........................................................................8
1.3 Outline of the dissertation ..........................................................................................9
2 What’s on a Girl’s Mind? Implicit Math-Gender Stereotypes and Math Withdrawal in
Female Adolescents..............................................................................................................11
2.1 Study 1 ....................................................................................................................14
2.1.1 Method .............................................................................................................15
2.1.2 Results ..............................................................................................................17
2.1.3 Discussion.........................................................................................................24
2.2 Study 2 ....................................................................................................................25
2.2.1 Method .............................................................................................................25
2.2.2 Results ..............................................................................................................27
2.2.3 Summary of findings.........................................................................................30
2.3 Relations between implicit math-gender stereotypes and math-related outcomes......31
2.3.1 Implicit-explicit relations ..................................................................................32
2.3.2 Relations of math-gender stereotypes with math identity...................................33
2.3.3 Relations of math-gender stereotypes with achievement....................................34
2.3.4 Relations of math-gender stereotypes with enrolment preferences .....................34
2.4 Discussion ...............................................................................................................35
2.5 Conclusion...............................................................................................................38
3 Separating Implicit Math-Male and Language-Female Stereotypes: Implicit Associations
are Self-Serving for Boys and Men, but not for Girls and Women ........................................39
3.1 Study 3 ....................................................................................................................41
3.1.1 Method .............................................................................................................42
3.1.2 Results ..............................................................................................................45
3.1.3 Discussion.........................................................................................................50
3.2 Study 4 ....................................................................................................................52
3.2.1 Method .............................................................................................................52
3.2.2 Results ..............................................................................................................53
3.2.3 Summary of findings.........................................................................................57
3.3 Discussion ...............................................................................................................58
3.4 Conclusion...............................................................................................................61
4 Stereotypic Math Test Descriptions and Subsequent Exposure to a Math Test Activate
Math-Gender Stereotypes in Women....................................................................................62
4.1 Study 5 ....................................................................................................................64
4.1.1 Method .............................................................................................................65
4.1.2 Results ..............................................................................................................67
4.2 Discussion ...............................................................................................................72
4.3 Conclusion...............................................................................................................74
5 General Discussion.........................................................................................................75
5.1 Summary of findings ...............................................................................................75
5.2 Methodological issues..............................................................................................78
5.2.1 What could the implicit stereotype measures reveal beyond the explicit ones? ..78
V
5.2.2 What did the stereotype GNATs reveal beyond the stereotype IAT?..................79
5.2.3 May we rely on the metrics of our implicit measures? .......................................79
5.3 Implicit math-gender stereotypes and math-related outcomes...................................81
5.4 Practical implications and future directions..............................................................82
6 Conclusion .....................................................................................................................84
7 References......................................................................................................................86
Appendix..............................................................................................................................96
Appendix 1: Stimuli and Questionnaire Items for Study 1 and 2 .......................................96
Appendix 2: Stimuli and Questionnaire Items for Study 3 and 4 .....................................100
Appendix 3: Questionnaire Items for Study 5 .................................................................104
Summary of findings..........................................................................................................106
Zusammenfassung..............................................................................................................109
Lebenslauf..........................................................................................................................113
Ehrenwörtliche Erklärung...................................................................................................114

VI
List of Tables
Table 1 Mean Explicit Math-Ge