The independent contributions of gender stereotypes and gender identification in predicting primary school pupils’ expectancies of success in STEM fields
On the basis of the expectancy‐value theory of achievement, this paper aims to examine the relative contributions of gender‐stereotype endorsement and gender identification on expectancies for success in STEM fields. In a sample of 880 Croatian primary school pupils of approximately 12 years of age,...
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| Veröffentlicht in: | Psychology in the schools 2019-12, Vol.56 (10), p.1614-1632 |
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| container_title | Psychology in the schools |
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| creator | Selimbegović, Leila Karabegović, Mia Blažev, Mirta Burušić, Josip |
| description | On the basis of the expectancy‐value theory of achievement, this paper aims to examine the relative contributions of gender‐stereotype endorsement and gender identification on expectancies for success in STEM fields. In a sample of 880 Croatian primary school pupils of approximately 12 years of age, stereotyped beliefs about gender‐appropriateness of STEM‐related professions (stereotype endorsement) and self‐perception as a typical representative of one's gender (gender identification) were first assessed. Participants also reported their expectations for success in each of the STEM‐related professions previously used for establishing stereotype endorsement. Stereotype endorsement and gender identification separately interacted with gender to predict expectancies for success in STEM‐related professions. Higher levels of stereotype endorsement and gender identification fostered stereotype‐consistent expectancies for success in STEM fields (higher expectancies for boys than for girls). Implications are discussed in terms of strategies to encourage girls to engage in STEM‐related careers. |
| doi_str_mv | 10.1002/pits.22296 |
| format | Article |
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In a sample of 880 Croatian primary school pupils of approximately 12 years of age, stereotyped beliefs about gender‐appropriateness of STEM‐related professions (stereotype endorsement) and self‐perception as a typical representative of one's gender (gender identification) were first assessed. Participants also reported their expectations for success in each of the STEM‐related professions previously used for establishing stereotype endorsement. Stereotype endorsement and gender identification separately interacted with gender to predict expectancies for success in STEM‐related professions. Higher levels of stereotype endorsement and gender identification fostered stereotype‐consistent expectancies for success in STEM fields (higher expectancies for boys than for girls). 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In a sample of 880 Croatian primary school pupils of approximately 12 years of age, stereotyped beliefs about gender‐appropriateness of STEM‐related professions (stereotype endorsement) and self‐perception as a typical representative of one's gender (gender identification) were first assessed. Participants also reported their expectations for success in each of the STEM‐related professions previously used for establishing stereotype endorsement. Stereotype endorsement and gender identification separately interacted with gender to predict expectancies for success in STEM‐related professions. Higher levels of stereotype endorsement and gender identification fostered stereotype‐consistent expectancies for success in STEM fields (higher expectancies for boys than for girls). Implications are discussed in terms of strategies to encourage girls to engage in STEM‐related careers.</description><subject>Cognitive science</subject><subject>Early Adolescents</subject><subject>Elementary School Students</subject><subject>Elementary schools</subject><subject>Expectation</subject><subject>expectations</subject><subject>Foreign Countries</subject><subject>Gender</subject><subject>Gender Differences</subject><subject>gender identification</subject><subject>Gender identity</subject><subject>Gender stereotypes</subject><subject>Identification</subject><subject>Predictor Variables</subject><subject>Professions</subject><subject>Psychology</subject><subject>Science Achievement</subject><subject>Science Careers</subject><subject>Self Concept</subject><subject>Sex Stereotypes</subject><subject>Sexual Identity</subject><subject>STEM</subject><subject>STEM Education</subject><subject>Students</subject><subject>Success</subject><issn>0033-3085</issn><issn>1520-6807</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2019</creationdate><recordtype>article</recordtype><sourceid>7QJ</sourceid><recordid>eNp9kc9u1DAQxi0EEkvhwh3JEieQ0vpP7MTHqlpo0VZF6nK2XHvSdRXiYDvA3voaFW_Hk-A0pcdePNZ8v--bkQaht5QcUkLY0ehzOmSMKfkMrahgpJItaZ6jFSGcV5y04iV6ldINIaRRrF2hP9sdYD84GKE8Q8Y2DDn6qyn7MCQcOnw9CxGnDBFC3o-QsBnc_7afTb7z1syGkoTHCM7b7Ifr8vXfTdzjZHch9HicRt-nv7d3GH6PYLMZrIf7GWmyFlKa7Zfb9TnuPPQuvUYvOtMnePNQD9C3T-vtyWm1ufh8dnK8qSwXjaysdLVthJKslkbVAmrXyY5JqwSRNbtSyrVWtKKWQrbCWGgctYICFY7zhgM_QB-W3J3p9cPOOhivT483eu4RVtdNo-hPWtj3CzvG8GOClPVNmOJQ1tOMEyUpLVML9XGhbAwpRegeYynR86H0fCh9f6gCv1tgiN4-gusvlHHWMlF0uui_fA_7J5L017Pt5ZL5D8heonE</recordid><startdate>201912</startdate><enddate>201912</enddate><creator>Selimbegović, Leila</creator><creator>Karabegović, Mia</creator><creator>Blažev, Mirta</creator><creator>Burušić, Josip</creator><general>Wiley-Blackwell</general><general>Wiley Subscription Services, Inc</general><general>Wiley</general><scope>7SW</scope><scope>BJH</scope><scope>BNH</scope><scope>BNI</scope><scope>BNJ</scope><scope>BNO</scope><scope>ERI</scope><scope>PET</scope><scope>REK</scope><scope>WWN</scope><scope>AAYXX</scope><scope>CITATION</scope><scope>7QJ</scope><scope>1XC</scope><orcidid>https://orcid.org/0000-0002-6994-382X</orcidid><orcidid>https://orcid.org/0000-0001-5707-851X</orcidid><orcidid>https://orcid.org/0000-0002-0933-2189</orcidid><orcidid>https://orcid.org/0000-0003-3712-5109</orcidid></search><sort><creationdate>201912</creationdate><title>The independent contributions of gender stereotypes and gender identification in predicting primary school pupils’ expectancies of success in STEM fields</title><author>Selimbegović, Leila ; 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| source | Applied Social Sciences Index & Abstracts (ASSIA); Education Source; Wiley Online Library Journals Frontfile Complete |
| subjects | Cognitive science Early Adolescents Elementary School Students Elementary schools Expectation expectations Foreign Countries Gender Gender Differences gender identification Gender identity Gender stereotypes Identification Predictor Variables Professions Psychology Science Achievement Science Careers Self Concept Sex Stereotypes Sexual Identity STEM STEM Education Students Success |
| title | The independent contributions of gender stereotypes and gender identification in predicting primary school pupils’ expectancies of success in STEM fields |
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