National differences in gender-science stereotypes predict national sex differences in science and math achievement

About 70% of more than half a million Implicit Association Tests completed by citizens of 34 countries revealed expected implicit stereotypes associating science with males more than with females. We discovered that nation-level implicit stereotypes predicted nation-level sex differences in 8th-grad...

Full description

Saved in:
Bibliographic Details
Published in:Proceedings of the National Academy of Sciences - PNAS 2009-06, Vol.106 (26), p.10593-10597
Main Authors: Nosek, Brian A, Smyth, Frederick L, Sriram, N, Lindner, Nicole M, Devos, Thierry, Ayala, Alfonso, Bar-Anan, Yoav, Bergh, Robin, Cai, Huajian, Gonsalkorale, Karen, Kesebir, Selin, Maliszewski, Norbert, Neto, Félix, Olli, Eero, Park, Jaihyun, Schnabel, Konrad, Shiomura, Kimihiro, Tulbure, Bogdan Tudor, Wiers, Reinout W, Somogyi, Mónika, Akrami, Nazar, Ekehammar, Bo, Vianello, Michelangelo, Banaji, Mahzarin R, Greenwald, Anthony G
Format: Article
Language:English
Subjects:
Academic achievement
Achievement
Countries
culture
Educational Measurement - methods
Educational Measurement - standards
Explicit mathematics
Female
Gender
Gender differences
Gender performativity
Humans
Implicit Association Test
implicit social cognition
Male
Mathematical aptitude
Mathematical inequalities
Mathematics
Men
Outliers
Psychology
Psykologi
Reproducibility of Results
SAMHÄLLSVETENSKAP
Science
Self Concept
Sex Factors
Sex linked differences
social psychology
SOCIAL SCIENCES
Socialvetenskap
Stereotypes
Stereotyping
Citations: Items that this one cites
Items that cite this one
Online Access:Get full text
Tags: Add Tag
No Tags, Be the first to tag this record!
Description
Summary:About 70% of more than half a million Implicit Association Tests completed by citizens of 34 countries revealed expected implicit stereotypes associating science with males more than with females. We discovered that nation-level implicit stereotypes predicted nation-level sex differences in 8th-grade science and mathematics achievement. Self-reported stereotypes did not provide additional predictive validity of the achievement gap. We suggest that implicit stereotypes and sex differences in science participation and performance are mutually reinforcing, contributing to the persistent gender gap in science engagement.
ISSN:0027-8424
1091-6490
1091-6490
DOI:10.1073/pnas.0809921106