Publication: Gender compatibility, math-gender stereotypes, and self-concepts in math and physics
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Issued Date
2016
Resource Type
File Type
application/pdf
ISSN
24699896
Other identifier(s)
2-s2.0-85011324247
Rights Holder(s)
มหาวิทยาลัยศรีนครินทรวิโรฒ
Bibliographic Citation
Physical Review Physics Education Research. Vol 12, No.2 (2016)
Suggested Citation
Koul R., Lerdpornkulrat T., Poondej C. Gender compatibility, math-gender stereotypes, and self-concepts in math and physics. Physical Review Physics Education Research. Vol 12, No.2 (2016). doi:10.1103/PhysRevPhysEducRes.12.020115 Retrieved from: https://hdl.handle.net/20.500.14740/5977
Author(s)
Abstract
Positive self-assessment of ability in the quantitative domains is considered critical for student participation in science, technology, engineering, and mathematics field studies. The present study investigated associations of gender compatibility (gender typicality and contentedness) and math-gender stereotypes with self-concepts in math and physics. Statistical analysis of survey data was based on a sample of 170 male and female high school science students matched on propensity scores based on age and past GPA scores in math. Results of MANCOVA analyses indicated that the combination of high personal gender compatibility with low endorsement of math-gender stereotypes was associated with low gender differentials in math and physics self-concepts whereas the combination of high personal gender compatibility with high endorsement of math-gender stereotypes was associated with high gender differentials in math and physics self-concepts. These results contribute to the recent theoretical and empirical work on antecedents to the math and physics identities critical to achieving gender equity in STEM fields. © 2016, American Physical Society. All rights reserved.