While looking for research to see if there was any evidence of biological differences that cause performance differences in math, I found that many researchers find it hard to distinguish whether differences are biological or culturally based. Since young children are easily influenced by social stereotypes, the line between what is innate and what is social influence in blurred. As the above clip shows, children are bombarded by society with toys and biased information to fit into their growing boy/girl schemas. The proceeding research shows evidence of the 'boys are better at math' stereotype emerging in children in only second grade.
Cvencek, Meltzoff, and Greenwald (2011) looked at 247 American children between the age of 6 and 10 to study their associations between the following: 'me' with male (gender identity), male with math (math-gender stereotype), and 'me' with math (math self-concept). Overall, they were able to uncover two new findings: 1. The same math-stereotype that was previously shown to exist in American adults is also existent in elementary school children, and 2. Elementary school girls showed a weaker identification with math than boys did.
So, how did they come to these conclusion? First, in terms of the 'me' with male association, Cvencek, Meltzoff, and Greenwald (2011) found that elementary school children had developed gender identity, and thus knew that there were two gender categories, one of which they identify themselves in. Next, they look at the male with math association, or math-gender stereotype. This is where things get slightly wordy. Simply put, children were placed at a computer and asked to sort different items into different categories. The setup of the computer and program allowed for researchers to use response time to determine if children held the gender-math stereotype. Finally, the 'me' with math association was studied when interviewers asked children questions such as which character they were most like, the boy David, or the girl Emily. Questions eventually led up to children expressing how much they were like the girl that liked to read versus the girl who liked math (or boy for male children).
This research is important because it shows us that children are affected by stereotypes at a very early age. Young girls can very easily make connections such as 'I am a girl. Girls aren't good at math. I can't/am not good at math.' This conclusion is likely to stick with them as they age, thus putting them at risk for falling victim to the stereotype threat. I plan to do further research to see how this stereotype fares with older children...to see if this underlying stereotype threat truly affects their math performance skills in the future.
Reference:
Cvencek, D., Meltzoff, A. N., & Greenwald, A. G. (2011). Math-gender stereotypes in elementary school children. Child Development, 82(3), 766-779.
Wow! Your mass media example is shocking, and frustrating. Why would a Barbie even say that? If our society wants and needs more women present in math and science fields, giving girls toys that reinforce the stereotype of girls not being capable in these fields isn't helping anyone. I like how your post refers to the social learning theory we discussed in class today. Children are following stereotypes in the media and letting these stereotypes stick with them and hold true. This also leads to stereotype threat, as you mentioned. If girls are aware that men are said to be better in these fields, then they may not perform as well as they could during research and on exams.
ReplyDeleteI think you found the perfect media example to highlight your research. I can't believe that anyone would make a Barbie doll say that. I think it just goes to show how far the stereotype that girls are bad at math has spread.Stereotype threat is a real and frightening idea. So many girls may feel that they are not good enough at math and may limit their expectations. It is sad to see how children so young are affected by stereotype. I can only imagine what happens as they carry it through their educational career. How many limitations might they put on themselves? Or how many opportunities might they turn down just because they think that boys are better at math?
ReplyDeleteI actually did some more research on the doll, and they did end up recalling it, but the fact that someone would create it to begin with is what I find frustrating.
ReplyDeleteInteresting research. I definitely think that stereotype threat is a big reason why girls perform poorly in math. I struggled a lot with math when I was younger because I was never encouraged to do well in it. I was more encouraged to do well in English (which I didn't even like).
ReplyDelete