Math-Gender Stereotypes Predict Gender Inequality in Educational Expectations

• In Event: Moscone Center North Roundtable Session 8
  In Roundtable Session: Gender and STEM

Abstract

Math-gender stereotype interacts with sexes, both influencing teenagers' beliefs about their mathematical ability and performance. However, less attention has been paid to the impact of math-gender stereotype on student’s education expectation. Based on rich information from the 2013/14 wave of China Education Panel Survey Data, this study explores how math-gender stereotype affects education expectation of middle school students in China. Path analyses reveal that parent’s and community’s stereotypes are positively correlated with students' own math-gender stereotype. Moreover, the stereotype and math teacher’s encouragement can indirectly influence a student’s educational expectation through adjusting one’s own math-gender stereotype, parent’s educational expectation and own math score. Overall, math-gender stereotype can effectively raise educational expectation for boys and lower that for girls.

Authors

• Yuhong Zhao, Beijing University

• Po Yang, Peking University

• Jian-shuai Peng, Beijing Information Science and Technology University