TY - JOUR

T1 - Gender compatibility, math-gender stereotypes, and self-concepts in math and physics

AU - Koul, Ravinder

AU - Lerdpornkulrat, Thanita

AU - Poondej, Chanut

N1 - Publisher Copyright:
© 2016, American Physical Society. All rights reserved.

PY - 2016

Y1 - 2016

N2 - Positive self-assessment of ability in the quantitative domains is considered critical for student participation in science, technology, engineering, and mathematics field studies. The present study investigated associations of gender compatibility (gender typicality and contentedness) and math-gender stereotypes with self-concepts in math and physics. Statistical analysis of survey data was based on a sample of 170 male and female high school science students matched on propensity scores based on age and past GPA scores in math. Results of MANCOVA analyses indicated that the combination of high personal gender compatibility with low endorsement of math-gender stereotypes was associated with low gender differentials in math and physics self-concepts whereas the combination of high personal gender compatibility with high endorsement of math-gender stereotypes was associated with high gender differentials in math and physics self-concepts. These results contribute to the recent theoretical and empirical work on antecedents to the math and physics identities critical to achieving gender equity in STEM fields.

AB - Positive self-assessment of ability in the quantitative domains is considered critical for student participation in science, technology, engineering, and mathematics field studies. The present study investigated associations of gender compatibility (gender typicality and contentedness) and math-gender stereotypes with self-concepts in math and physics. Statistical analysis of survey data was based on a sample of 170 male and female high school science students matched on propensity scores based on age and past GPA scores in math. Results of MANCOVA analyses indicated that the combination of high personal gender compatibility with low endorsement of math-gender stereotypes was associated with low gender differentials in math and physics self-concepts whereas the combination of high personal gender compatibility with high endorsement of math-gender stereotypes was associated with high gender differentials in math and physics self-concepts. These results contribute to the recent theoretical and empirical work on antecedents to the math and physics identities critical to achieving gender equity in STEM fields.

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U2 - 10.1103/PhysRevPhysEducRes.12.020115

DO - 10.1103/PhysRevPhysEducRes.12.020115

M3 - Article

AN - SCOPUS:85011324247

VL - 12

JO - Physical Review Physics Education Research

JF - Physical Review Physics Education Research

SN - 2469-9896

IS - 2

M1 - 020115

ER -