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How Important Are Beliefs about Gender Differences in Math Ability? Transmission across Generations and Impacts on Child Outcomes. EdWorkingPaper No. 19-67

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Title: How Important Are Beliefs about Gender Differences in Math Ability? Transmission across Generations and Impacts on Child Outcomes. EdWorkingPaper No. 19-67
Language: English
Authors: Alex Eble, Feng Hu, Annenberg Institute for School Reform at Brown University
Source: Annenberg Institute for School Reform at Brown University. 2019.
Availability: Annenberg Institute for School Reform at Brown University. Brown University Box 1985, Providence, RI 02912. Tel: 401-863-7990; Fax: 401-863-1290; e-mail: annenberg@brown.edu; Web site: https://annenberg.brown.edu/
Peer Reviewed: N
Page Count: 63
Publication Date: 2019
Document Type: Reports - Research
Education Level: Junior High Schools
Middle Schools
Secondary Education
Descriptors: Beliefs, Gender Differences, Academic Ability, Mathematics Education, Middle School Students, Parent Attitudes, Males, Females, Mathematics Achievement, Foreign Countries, Age Groups, Self Concept, Peer Relationship
Geographic Terms: China
Abstract: We study the transmission of beliefs about gender differences in math ability from adults to children and how this affects girls' academic performance relative to boys. We exploit randomly assigned variation in the proportion of a child's middle school classmates whose parents believe boys are innately better than girls at learning math. An increase in exposure to peers whose parents report this belief increases a child's likelihood of believing it, with similar effects for boys and girls and greater effects from peers of the same gender. This exposure also affects children's perceived difficulty of math, aspirations, and math performance, generating gains for boys and losses for girls.
Abstractor: As Provided
Entry Date: 2025
Accession Number: ED670904
Database: ERIC
FullText Text:
  Availability: 0
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  Data: How Important Are Beliefs about Gender Differences in Math Ability? Transmission across Generations and Impacts on Child Outcomes. EdWorkingPaper No. 19-67
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  Data: <searchLink fieldCode="AR" term="%22Alex+Eble%22">Alex Eble</searchLink><br /><searchLink fieldCode="AR" term="%22Feng+Hu%22">Feng Hu</searchLink><br /><searchLink fieldCode="AR" term="%22Annenberg+Institute+for+School+Reform+at+Brown+University%22">Annenberg Institute for School Reform at Brown University</searchLink>
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  Data: Annenberg Institute for School Reform at Brown University. Brown University Box 1985, Providence, RI 02912. Tel: 401-863-7990; Fax: 401-863-1290; e-mail: annenberg@brown.edu; Web site: https://annenberg.brown.edu/
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  Data: <searchLink fieldCode="DE" term="%22Beliefs%22">Beliefs</searchLink><br /><searchLink fieldCode="DE" term="%22Gender+Differences%22">Gender Differences</searchLink><br /><searchLink fieldCode="DE" term="%22Academic+Ability%22">Academic Ability</searchLink><br /><searchLink fieldCode="DE" term="%22Mathematics+Education%22">Mathematics Education</searchLink><br /><searchLink fieldCode="DE" term="%22Middle+School+Students%22">Middle School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Parent+Attitudes%22">Parent Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Males%22">Males</searchLink><br /><searchLink fieldCode="DE" term="%22Females%22">Females</searchLink><br /><searchLink fieldCode="DE" term="%22Mathematics+Achievement%22">Mathematics Achievement</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Age+Groups%22">Age Groups</searchLink><br /><searchLink fieldCode="DE" term="%22Self+Concept%22">Self Concept</searchLink><br /><searchLink fieldCode="DE" term="%22Peer+Relationship%22">Peer Relationship</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22China%22">China</searchLink>
– Name: Abstract
  Label: Abstract
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  Data: We study the transmission of beliefs about gender differences in math ability from adults to children and how this affects girls' academic performance relative to boys. We exploit randomly assigned variation in the proportion of a child's middle school classmates whose parents believe boys are innately better than girls at learning math. An increase in exposure to peers whose parents report this belief increases a child's likelihood of believing it, with similar effects for boys and girls and greater effects from peers of the same gender. This exposure also affects children's perceived difficulty of math, aspirations, and math performance, generating gains for boys and losses for girls.
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      – Text: English
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        PageCount: 63
    Subjects:
      – SubjectFull: Beliefs
        Type: general
      – SubjectFull: Gender Differences
        Type: general
      – SubjectFull: Academic Ability
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      – SubjectFull: Mathematics Education
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      – SubjectFull: Middle School Students
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      – SubjectFull: Parent Attitudes
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      – SubjectFull: Males
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      – SubjectFull: Females
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      – SubjectFull: Mathematics Achievement
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      – SubjectFull: Foreign Countries
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      – SubjectFull: Age Groups
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      – SubjectFull: Self Concept
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      – SubjectFull: Peer Relationship
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      – SubjectFull: China
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      – TitleFull: How Important Are Beliefs about Gender Differences in Math Ability? Transmission across Generations and Impacts on Child Outcomes. EdWorkingPaper No. 19-67
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