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Gender stereotypes can explain the gender-equality paradox.

Thomas Breda1,2, Elyès Jouini3,2,4, Clotilde Napp4,5

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Gender segregation in careers is higher in egalitarian countries due to persistent "math is not for girls" stereotypes. These norms, not intrinsic differences, explain the gender-equality paradox in STEM fields.

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Area of Science:

  • Sociology
  • Economics
  • Psychology

Background:

  • The gender-equality paradox describes increased occupational gender segregation in more egalitarian and developed nations.
  • Existing explanations often cite intrinsic gender preference differences that emerge when economic constraints lessen.

Purpose of the Study:

  • To investigate the role of essentialist gender norms in explaining the gender-equality paradox.
  • To propose and validate a country-level measure for the "math is not for girls" stereotype.

Main Methods:

  • Utilized individual-level data from 300,000 15-year-old students across 64 countries.
  • Assessed math attitudes and internalized gender stereotypes regarding mathematical aptitude.
  • Correlated stereotype prevalence with occupational segregation and gender equality metrics.

Main Results:

  • The stereotype "math is not for girls" is more prevalent in egalitarian and developed countries.
  • This stereotype is strongly linked to female underrepresentation in math-intensive occupations.
  • The stereotype fully accounts for the observed gender-equality paradox.

Conclusions:

  • Essentialist gender norms, specifically regarding math aptitude, explain occupational segregation.
  • Economic development and gender equality may reshape, rather than eliminate, gender norms.
  • New forms of gender differentiation emerge alongside societal progress.