Effect of teachers' stereotyping on students' stereotyping of mathematics as a male domain

C Keller

doi:10.1080/00224540109600544

Effect of teachers' stereotyping on students' stereotyping of mathematics as a male domain

J Soc Psychol. 2001 Apr;141(2):165-73. doi: 10.1080/00224540109600544.

Author

C Keller¹

Affiliation

¹ Department of Psychology, Division of Social Psychology, University of Zurich, Plattenstrasse 14, CH-8032 Zurich, Switzerland. ckeller@sozpsy.unizh.ch

PMID: 11372563
DOI: 10.1080/00224540109600544

Abstract

This multilevel analysis used data from a representative sample from Grades 6, 7, and 8 in public schools in Switzerland. The data included information on (a) 6,602 students (3,307 girls, 3,295 boys) nested within 338 classes and (b) 321 mathematics teachers of these classes. The teachers and the students tended to stereotype mathematics as a male domain, and the teachers' stereotypes significantly affected the students' stereotypes after the author controlled for achievement, interest, and self-confidence in mathematics and for school grade and schooling track.

Publication types

Research Support, Non-U.S. Gov't

MeSH terms

Achievement
Adolescent
Attitude*
Child
Cognition
Female
Humans
Male
Mathematics*
Sex Factors
Social Perception
Stereotyping*
Teaching*