Gender stereotypes in mathematics education is detrimental to female learners but beneficial to male pupils
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Scientific Articles
- McGuire, L., Monzavi, T., Hoffman, A. J., Law F., Irvin, M. J., Winterbottom, M., Hartstone-Rose, A., Rutland, A., Burns, K.P., Butler, L., Drews, M., Fields,G. E. & Mulvey, K. L.(2021). Science and Math Interest and Gender Stereotypes: The Role of Educator Gender in Informal Science Learning Sites. Frontiers in Psychology, 12. https://doi.org/10.3389/fpsyg.2021.503237
- Spencer, S.J., Steele, C.M. & Quinn, D.M. (1999). Stereotype Threat and Women’s Math Performance. Journal of Experimental Social Psychology 35, 4–28. https://doi.org/10.1006/jesp.1998.1373
- Xie, G. & Liu, X. (2023). Gender in mathematics: how gender role perception influences mathematical capability in junior high school. Journal of Chinese Sociology, 10 (10). https://doi.org/10.1186/s40711-023-00188-3
Explanation of the Post
A stereotype is a preconceived notion about a certain racial, ethnic, or religious group that is formed in the mind. It is a product of interactions or processes including emotional, mental, socio-motivational, and cultural aspects that can be self- or other-stereotypes, either beneficial or detrimental. The stereotype of gender in mathematics education, which states that males perform better in math than females, is detrimental to female learners but beneficial to male pupils.
Further, as stated by Xie & Liu (2023), over 70% of respondents to Harvard University’s “Implicit Project” agreed with the aforementioned assertion, with women typically associated with literary issues and males with math and science. Consequently, the attendance in mathematical classes shows that girls’ interest in math declines as they reach adolescence. Due to this, when studying mathematics, female students who internalize the negative self-stereotype that girls are poor in math and lack confidence suffer from low self-efficacy, which saps their academic enthusiasm and ultimately results in poor mathematical. Therefore, it is expected that a reduction in math interest will have an effect on participation in many professions in this scenario because math abilities are crucial for advancements in the domains of engineering, computer science, and science.
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“Gender stereotypes in mathematics education is detrimental to female learners but beneficial to male pupils”
This statement, which may seem strong, is backed up by a large amount of scientific evidence. The stereotype that ‘mathematics is for boys’ is a social factor that undermines girls’ motivation, self-concept and results, while at the same time benefiting boys.
How the stereotype impacts students:
Damage to female self-concept: Gender stereotypes about mathematics are acquired very early on, starting in the first years of primary school. This causes girls to start believing that mathematics ‘is not for them’ and to have a lower mathematical self-concept than boys, even before there are any real differences in performance (Cvencek, Meltzoff, & Greenwald, 2011). This holds back their aspirations.
Reinforcement of male confidence: This same stereotype reinforces the idea that boys ‘are good at maths’, which increases their confidence and identification with the subject. Even mathematical abilities are subject to these stereotypical beliefs from primary school onwards (Moè, 2018).
Persistence and Anxiety: In secondary education, the influence continues. Gender stereotypes in the environment (parents, teachers, peers) are directly associated with lower self-concept and interest and greater anxiety in mathematics for girls, while boys see their self-confidence reinforced (Henschel, Jansen, & Schneider, 2023).
In summary, the stereotype does not have a neutral effect, but rather creates an imbalance that limits girls’ educational trajectories, fulfilling the prophecy that the stereotype promotes.
Cited Scientific References
Cvencek, D., Meltzoff, A. N., & Greenwald, A. G. (2011). Math-Gender Stereotypes in Elementary School Children. Child Development, 82(3), 766–779.
Henschel, S., Jansen, M., & Schneider, R. (2023). How gender stereotypes of students and significant others are related to motivational and affective outcomes in mathematics at the end of secondary school. Contemporary Educational Psychology, 73, 102161.
Moè, A. (2018). Mental rotation and mathematics: Gender-stereotyped beliefs and relationships in primary school children. Learning and Individual Differences, 61, 172–180.
Xie, F., Yang, Y., & Xiao, C. (2023). Gender-math stereotypes and mathematical performance: the role of attitude toward mathematics and math self-concept. European Journal of Psychology of Education, 38, 695–708.