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Related Experiment Video

Updated: Jun 3, 2026

Multimedia Battery for Assessment of Cognitive and Basic Skills in Mathematics (BM-PROMA)

Multimedia Battery for Assessment of Cognitive and Basic Skills in Mathematics (BM-PROMA)

Published on: August 28, 2021

Math-gender stereotypes in elementary school children.

Dario Cvencek¹, Andrew N Meltzoff, Anthony G Greenwald

¹Learning & Brain Sciences, University of Washington, Seattle, WA 98195, USA. dario1@u.washington.edu

Child Development

|March 18, 2011

Summary

This summary is machine-generated.

Children as young as second grade show the "math is for boys" stereotype. This gender stereotype impacts their math self-concept before actual math achievement differences emerge.

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Multimedia Battery for Assessment of Cognitive and Basic Skills in Mathematics (BM-PROMA)

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Published on: August 28, 2021

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Published on: October 18, 2024

Area of Science:

Psychology
Developmental Psychology
Social Psychology

Background:

Gender stereotypes significantly influence children's academic self-perceptions.
Early identification of stereotype acquisition is crucial for understanding educational disparities.

Purpose of the Study:

To investigate the early acquisition of the math-gender stereotype in children.
To examine the relationship between this stereotype and children's math self-concept.

Main Methods:

Utilized Implicit Association Tests (IAT) and explicit self-report measures.
Assessed gender identity, math-gender stereotypes, and math self-concept.
Sample included 247 American children aged 6–10 years.

Main Results:

Children as young as second grade endorsed the "math is for boys" stereotype implicitly and explicitly.
Boys demonstrated stronger math identification than girls on both implicit and explicit measures.
Stereotype endorsement and math self-concept differences emerged prior to significant achievement gaps.

Conclusions:

The pervasive math-gender stereotype is acquired very early in development.
This early-acquired stereotype shapes children's math self-concept before differences in math achievement are evident.
Interventions targeting early stereotype development may be necessary to promote gender equity in STEM.