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Me = Female, Math = Male, therefore Math ≠ Me

Me = Female, Math = Male, therefore Math ≠ Me. Brian A. Nosek Mahzarin R. Banaji Yale University Anthony G. Greenwald University of Washington. Gender differences in participation in mathematics. As level of education increases female participation in math and science declines.

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Me = Female, Math = Male, therefore Math ≠ Me

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  1. Me = Female, Math = Male, therefore Math ≠ Me Brian A. Nosek Mahzarin R. Banaji Yale University Anthony G. Greenwald University of Washington

  2. Gender differences in participation in mathematics • As level of education increases female participation in math and science declines

  3. Differential gender participation in the sciences

  4. Gender differences in performance H y d e e t a l . , 1 9 9 0 Cohen’s d -.06 e l e m e n t a r y s c h o o l . 2 9 h i g h s c h o o l . 3 2 c o l l e g e . 4 1 g i f t e d c h i l d r e n . 4 0 S A T m a t h F e i n g o l d , 1 9 8 8 Males account for as much as 96% of perfect or near perfect SAT math scores

  5. intentional controlled direct measurement self-report subject to presentational biases unintentional automatic indirect measurement no self-report needed not subject to presentational biases Explicit vs. Implicit Explicit Attitudes Implicit Attitudes

  6. Do females hold more negative attitudes toward mathematics than males at an implicit level? Attitudes Toward Mathematics d = 1.03

  7. Do females hold more negative attitudes toward science than males at an implicit level? Attitudes Toward Science d = .94

  8. Heider’s Balance Theory (1958)Linking Math to the Self Females: Me - + Math - Female Males: Me + + Math Male +

  9. Me + Math Female Me + Math Male Are males masculine and females feminine? Feminine Masculine

  10. Me + Math Female Me + Math Male Is mathematics stereotyped as masculine implicitly? - +

  11. Me + Math Female Me + Math Male Do males identify with math more strongly than females? - - + + d = .59

  12. Females: Correlations with gender identity Gender Identity .35* -.40** -.29* Stereotyping Math Math Self-Concept Males: Gender Identity -.05 .32* .23 Stereotyping Math Math Self-Concept

  13. Females: Correlations with performance SAT Performance .16 .01 -.29* Stereotyping Math Math Self-Concept Males: SAT Performance .52*** .35* .23 Stereotyping Math Math Self-Concept

  14. Primary findings • Gender differences in orientations toward math measurable outside of conscious control • Implicit findings were consistent with Heider’s balance theory • For females, gender identity related more strongly to implicit beliefs about mathematics • For males, performance related more strongly with implicit beliefs about mathematics

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