NDLI: Preschool Children’s Beliefs about Gender Differences in Academic Skills

Content Provider	Springer Nature Link
Author	Río, M. Francisca Strasser, Katherine
Copyright Year	2012
Abstract	Evidence from different Latin American countries shows a gap in the academic achievement of girls and boys. Chilean children’s achievement is a case in point, with the gender gap being especially large for mathematics achievement. These differences can be explained partly from the viewpoint of beliefs and implicit theories. Research in this field has focused mainly on elementary and secondary students, and there is no relevant data on preschool children. This study examines Chilean kindergarten children’s beliefs about differences in the academicals skills of girls and boys. Eighty-one preschool children (34 girls, mean age 5 years and 11 months) were recruited from schools serving a middle SES population from downtown Santiago. An instrument to test children’s implicit beliefs about gender differences in academic ability was adapted from previous research. Results support the hypothesis that boys and girls at the age of 5 already hold stereotypical expectations about boys’ and girls’ academic achievement. When asked about which school subject a character liked more, was better at, and found easier, participants showed no preference between math and language when reasoning about a male character, but they indicated that a female character would find math harder, perform worse at it, and like it less than language. These responses did not differ according to the gender of the participating children. Implications of these findings are addressed and limitations and future research are discussed.
Starting Page	231
Ending Page	238
Page Count	8
File Format	PDF
ISSN	03600025
Journal	Sex Roles
Volume Number	68
Issue Number	3-4
e-ISSN	15732762
Language	English
Publisher	Springer US
Publisher Date	2012-08-13
Publisher Place	Boston
Access Restriction	One Nation One Subscription (ONOS)
Subject Keyword	Kindergarten Gender gap Stereotypes Academic ability Gender Studies Sociology Medicine/Public Health
Content Type	Text
Resource Type	Article
Subject	Gender Studies Developmental and Educational Psychology Social Psychology

Sl.	Authority	Responsibilities	Communication Details
1	Ministry of Education (GoI), Department of Higher Education	Sanctioning Authority	https://www.education.gov.in/ict-initiatives
2	Indian Institute of Technology Kharagpur	Host Institute of the Project: The host institute of the project is responsible for providing infrastructure support and hosting the project	https://www.iitkgp.ac.in
3	National Digital Library of India Office, Indian Institute of Technology Kharagpur	The administrative and infrastructural headquarters of the project	Dr. B. Sutradhar bsutra@ndl.gov.in
4	Project PI / Joint PI	Principal Investigator and Joint Principal Investigators of the project	Dr. B. Sutradhar bsutra@ndl.gov.in Prof. Saswat Chakrabarti will be added soon
5	Website/Portal (Helpdesk)	Queries regarding NDLI and its services	support@ndl.gov.in
6	Contents and Copyright Issues	Queries related to content curation and copyright issues	content@ndl.gov.in
7	National Digital Library of India Club (NDLI Club)	Queries related to NDLI Club formation, support, user awareness program, seminar/symposium, collaboration, social media, promotion, and outreach	clubsupport@ndl.gov.in
8	Digital Preservation Centre (DPC)	Assistance with digitizing and archiving copyright-free printed books	dpc@ndl.gov.in
9	IDR Setup or Support	Queries related to establishment and support of Institutional Digital Repository (IDR) and IDR workshops	idr@ndl.gov.in

Beliefs About Cognitive Gender Differences: Accurate for Direction, Underestimated for Size

Children’s Gender-Typed Activity Choices Across Preschool Social Contexts

The Color of Children’s Gender Stereotypes

Children's Beliefs About Gender Differences in the Academic and Social Domains

French Children’s Awareness of Gender Stereotypes About Mathematics and Reading: When Girls Improve Their Reputation in Math

Do Parents’ Academic Gender Stereotypes Influence Whether They Intrude on their Children’s Homework?

I Did Well. Should I Tell? Gender Differences in Children’s Academic Success Disclosures

Gender Socialization in Chinese Kindergartens: Teachers’ Contributions

Implicit Science Stereotypes Mediate the Relationship between Gender and Academic Participation

Preschool Children’s Beliefs about Gender Differences in Academic Skills

Similar Documents

Beliefs About Cognitive Gender Differences: Accurate for Direction, Underestimated for Size

Children’s Gender-Typed Activity Choices Across Preschool Social Contexts

The Color of Children’s Gender Stereotypes

Children's Beliefs About Gender Differences in the Academic and Social Domains

French Children’s Awareness of Gender Stereotypes About Mathematics and Reading: When Girls Improve Their Reputation in Math

Do Parents’ Academic Gender Stereotypes Influence Whether They Intrude on their Children’s Homework?

I Did Well. Should I Tell? Gender Differences in Children’s Academic Success Disclosures

Gender Socialization in Chinese Kindergartens: Teachers’ Contributions

Implicit Science Stereotypes Mediate the Relationship between Gender and Academic Participation

Preschool Children’s Beliefs about Gender Differences in Academic Skills