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Not All Math Activities Are Equal in Terms of Gender Stereotypes.

Megan Merrick1, Andrew D White2, Amanda B Diekman1

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The "math as male" stereotype persists, but toy associations with math skills like spatial reasoning are not always male-aligned. Adults perceived spatial toys as for boys, but numeracy and patterning toys showed mixed or female-leaning gender stereotypes.

Keywords:
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Area of Science:

  • Developmental Psychology
  • Cognitive Science
  • Gender Studies

Background:

  • The pervasive "math as male" stereotype emerges early, potentially impacting STEM engagement.
  • Mathematics proficiency relies on diverse cognitive skills, including numeracy, spatial reasoning, and patterning.
  • Understanding gendered perceptions of these foundational skills is crucial for STEM education.

Purpose of the Study:

  • To investigate gender stereotypes associated with toys linked to numeracy, spatial reasoning, and patterning.
  • To explore how adults perceive toy preferences for boys, girls, and themselves as children.
  • To examine the influence of reporting targets (others vs. self) on gender stereotype expression.

Main Methods:

  • Three studies (N=878) involved adults viewing toys associated with specific cognitive skills.
  • Participants reported perceived toy preferences for boys, girls, parents buying for children, and their own childhood preferences.
  • Analysis focused on the alignment between toy type, cognitive skill, and perceived gender association.

Main Results:

  • Toy gendering varied, with spatial reasoning toys most consistently associated with boys.
  • Numeracy and patterning toys displayed mixed, neutral, or female-leaning gender stereotypes.
  • A weaker male stereotype emerged when participants reported their own childhood preferences compared to others'.

Conclusions:

  • Adults' gender stereotypes for cognitive skills, particularly spatial reasoning, influence toy associations.
  • The "math as male" stereotype is not uniformly applied across all cognitive skills within mathematics.
  • Findings have implications for mathematics education and fostering belonging in Science, Technology, Engineering, and Mathematics (STEM) fields.