View in EDS HTML Full Text PDF Full Text

Is Emma or Liam the Top Scorer in Math? The Effects of a Counter-Stereotypical Role Model on Math Achievement.

Saved in:
Bibliographic Details
Title: Is Emma or Liam the Top Scorer in Math? The Effects of a Counter-Stereotypical Role Model on Math Achievement.
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]
Copyright of Sex Roles is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
Full text is not displayed to guests.
FullText Links:
  – Type: pdflink
Text:
  Availability: 1
Header DbId: ehh
DbLabel: Education Research Complete
An: 156890498
AccessLevel: 6
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: Is Emma or Liam the Top Scorer in Math? The Effects of a Counter-Stereotypical Role Model on Math Achievement.
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Leroy%2C+Nadia%22">Leroy, Nadia</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> nadia.leroy@univ-grenoble-alpes.fr</i><br /><searchLink fieldCode="AR" term="%22Max%2C+Sylvain%22">Max, Sylvain</searchLink><relatesTo>2</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Pansu%2C+Pascal%22">Pansu, Pascal</searchLink><relatesTo>1</relatesTo> (AUTHOR)
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="JN" term="%22Sex+Roles%22">Sex Roles</searchLink>. May2022, Vol. 86 Issue 9/10, p587-603. 17p. 3 Charts, 2 Graphs.
– Name: Subject
  Label: Subject Terms
  Group: Su
  Data: *<searchLink fieldCode="DE" term="%22Role+models%22">Role models</searchLink><br />*<searchLink fieldCode="DE" term="%22Gender+stereotypes%22">Gender stereotypes</searchLink><br />*<searchLink fieldCode="DE" term="%22Academic+achievement%22">Academic achievement</searchLink><br />*<searchLink fieldCode="DE" term="%22Gender+inequality%22">Gender inequality</searchLink><br /><searchLink fieldCode="DE" term="%22Mathematics%22">Mathematics</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: 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]
– Name: AbstractSuppliedCopyright
  Label:
  Group: Ab
  Data: <i>Copyright of Sex Roles is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=156890498
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1007/s11199-022-01289-y
    Languages:
      – Code: eng
        Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 17
        StartPage: 587
    Subjects:
      – SubjectFull: Role models
        Type: general
      – SubjectFull: Gender stereotypes
        Type: general
      – SubjectFull: Academic achievement
        Type: general
      – SubjectFull: Gender inequality
        Type: general
      – SubjectFull: Mathematics
        Type: general
    Titles:
      – TitleFull: Is Emma or Liam the Top Scorer in Math? The Effects of a Counter-Stereotypical Role Model on Math Achievement.
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Leroy, Nadia
      – PersonEntity:
          Name:
            NameFull: Max, Sylvain
      – PersonEntity:
          Name:
            NameFull: Pansu, Pascal
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 05
              Text: May2022
              Type: published
              Y: 2022
          Identifiers:
            – Type: issn-print
              Value: 03600025
          Numbering:
            – Type: volume
              Value: 86
            – Type: issue
              Value: 9/10
          Titles:
            – TitleFull: Sex Roles
              Type: main
ResultId 1