Is Emma or Liam the Top Scorer in Math? The Effects of a Counter-Stereotypical Role Model on Math Achievement.
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| Title: | Is Emma or Liam the Top Scorer in Math? The Effects of a Counter-Stereotypical Role Model on Math Achievement. |
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| Authors: | Leroy, Nadia1 (AUTHOR) nadia.leroy@univ-grenoble-alpes.fr, Max, Sylvain2 (AUTHOR), Pansu, Pascal1 (AUTHOR) |
| Source: | Sex Roles. May2022, Vol. 86 Issue 9/10, p587-603. 17p. 3 Charts, 2 Graphs. |
| Subject Terms: | *Role models, *Gender stereotypes, *Academic achievement, *Gender inequality, Mathematics |
| Abstract: | From 2015 to 2018, the math gender gap decreased primarily due to a decline in boys' performances (OECD, 2015, 2016, 2018). However, there is ample evidence that girls continue to be negatively stereotyped in math. Using a longitudinal design, we examined whether prolonged exposure to a counter-stereotypical role model embodied by a female top math scorer may prevent other girls in the class from experiencing stereotype threat. Multilevel analyses were conducted among 1,043 6th graders nested in 46 math classes. There was a decline in math performance throughout the school year for all students, but being a girl had a buffering effect against this decline. The results failed to support the main effect hypothesis (H1) which anticipated that student gender and top math scorer gender would be associated with student math achievement when jointly considered. The results supported the cross-level interaction hypothesis (H2) which anticipated that the greatest benefits would emerge for girls exposed to a counter-stereotypical role model; that is, in a class whose top math scorer was a girl. These results offer new insights regarding the extent to which a counter-stereotypical role model embodied by the top math scorer may influence differences in math performances. [ABSTRACT FROM AUTHOR] |
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| Database: | Education Research Complete |
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| Abstract: | From 2015 to 2018, the math gender gap decreased primarily due to a decline in boys' performances (OECD, 2015, 2016, 2018). However, there is ample evidence that girls continue to be negatively stereotyped in math. Using a longitudinal design, we examined whether prolonged exposure to a counter-stereotypical role model embodied by a female top math scorer may prevent other girls in the class from experiencing stereotype threat. Multilevel analyses were conducted among 1,043 6th graders nested in 46 math classes. There was a decline in math performance throughout the school year for all students, but being a girl had a buffering effect against this decline. The results failed to support the main effect hypothesis (H1) which anticipated that student gender and top math scorer gender would be associated with student math achievement when jointly considered. The results supported the cross-level interaction hypothesis (H2) which anticipated that the greatest benefits would emerge for girls exposed to a counter-stereotypical role model; that is, in a class whose top math scorer was a girl. These results offer new insights regarding the extent to which a counter-stereotypical role model embodied by the top math scorer may influence differences in math performances. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 03600025 |
| DOI: | 10.1007/s11199-022-01289-y |
