Exploring the Nature of Teachers' Math-Gender Stereotypes: The Math-Gender Misconception Questionnaire.

ABSTRACT: Stereotypes of girls having weaker mathematical abilities than boys (math-gender stereotypes) are one factor reducing women's representation in mathematics. Teachers, as powerful socializers, often hold math-gender stereotypes. Reducing math-gender stereotypes in (student) teachers thus may foster women's representation in mathematics. Yet knowing the stereotypes' underlying assumptions is crucial to reducing it. Do math-gender stereotypes reflect elaborate, disproven theories about gender differences in math, meaning math-gender misconceptions? And if so, which math-gender misconceptions are behind math-gender stereotypes? This is the focus of the present research. The relevant literature implies the existence of three distinct misconceptions: (1) empathizing-systemizing ("A

SUBMITTER: Dersch AS 

PROVIDER: S-EPMC9046592 | biostudies-literature | 2022

REPOSITORIES: biostudies-literature