Math–gender stereotypes and math-related beliefs in childhood and early adolescence

The present study investigated gender stereotypes about math at explicit and implicit levels, and the relations between stereotypes and math-related beliefs, from middle childhood through early adolescence. A sample of 241 Italian 3rd, 5th, and 8th grade children and early adolescents (124 females and 117 males) completed a self-report questionnaire and a paper-and-pencil Implicit Association Test (Greenwald et al., 1998). Results showed that 3rd grade boys and girls systematically rated their gender ingroup as better at math at the explicit level, whereas older children and adolescents tended to reject the traditional math-gender stereotype. However, the stereotype was present at the implicit level in girls from 3rd grade onward and in 8th grade boys. Finally, explicit but not implicit gender stereotypes about math were related to both boys' and girls' self-perception of math ability.