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Conference Paper: Stereotype on females' success boosts females' math learning
| Title | Stereotype on females' success boosts females' math learning |
|---|---|
| Authors | |
| Issue Date | 2020 |
| Publisher | All Academic, Inc.. |
| Citation | The American Educational Research Association (AERA) Annual Meeting, San Francisco, USA, 17-21 April 2020 (Conference Canceled due to COVID-19 Pandemic) How to Cite? |
| Abstract | Male’s success and female’s failure in math was attributed to born talent while female’s success and male’s failure in math was attributed to effort were common phenomena in China. This study examined math-male stereotype (MMS: math a male subject) and math-female stereotype (MFS, female’s success in math was effort) influencing male’s and female’s math performance separately in a sample of 1,734 secondary students. Results from structure equation modeling showed that MFS boosted female’s math performance and weakened the negative effects of MMS on females’ math performance. MMS also boost male’s performance; however, MFS had no significant effect on males’ math performance. These findings give some suggestions about the improvement of the teaching of math and related disciplines to female students. |
| Description | Marriott Roundtable Session 9 - Roundtable Session: Engagement in Mathematics |
| Persistent Identifier | http://hdl.handle.net/10722/283764 |
| DC Field | Value | Language |
|---|---|---|
| dc.contributor.author | Huang, X | - |
| dc.contributor.author | Chen, G | - |
| dc.contributor.author | Dong, B | - |
| dc.date.accessioned | 2020-07-03T08:23:46Z | - |
| dc.date.available | 2020-07-03T08:23:46Z | - |
| dc.date.issued | 2020 | - |
| dc.identifier.citation | The American Educational Research Association (AERA) Annual Meeting, San Francisco, USA, 17-21 April 2020 (Conference Canceled due to COVID-19 Pandemic) | - |
| dc.identifier.uri | http://hdl.handle.net/10722/283764 | - |
| dc.description | Marriott Roundtable Session 9 - Roundtable Session: Engagement in Mathematics | - |
| dc.description.abstract | Male’s success and female’s failure in math was attributed to born talent while female’s success and male’s failure in math was attributed to effort were common phenomena in China. This study examined math-male stereotype (MMS: math a male subject) and math-female stereotype (MFS, female’s success in math was effort) influencing male’s and female’s math performance separately in a sample of 1,734 secondary students. Results from structure equation modeling showed that MFS boosted female’s math performance and weakened the negative effects of MMS on females’ math performance. MMS also boost male’s performance; however, MFS had no significant effect on males’ math performance. These findings give some suggestions about the improvement of the teaching of math and related disciplines to female students. | - |
| dc.language | eng | - |
| dc.publisher | All Academic, Inc.. | - |
| dc.relation.ispartof | AERA (American Educational Research Association) Annual Meeting, 2020 (Conference Canceled) | - |
| dc.title | Stereotype on females' success boosts females' math learning | - |
| dc.type | Conference_Paper | - |
| dc.identifier.email | Chen, G: gwchen@hku.hk | - |
| dc.identifier.authority | Chen, G=rp01874 | - |
| dc.identifier.hkuros | 310769 | - |
| dc.publisher.place | United States | - |