Boy or girl
Ming-Te Wang, Jacquelynne Eccles & Sarah Kenny
Psychological Science, forthcoming
Abstract:
The pattern of gender differences in math and verbal ability may result in females having a wider choice of careers, in both science, technology, engineering, and mathematics (STEM) and non-STEM fields, compared with males. The current study tested whether individuals with high math and high verbal ability in 12th grade were more or less likely to choose STEM occupations than those with high math and moderate verbal ability. The 1,490 subjects participated in two waves of a national longitudinal study; one wave was when the subjects were in 12th grade, and the other was when they were 33 years old. Results revealed that mathematically capable individuals who also had high verbal skills were less likely to pursue STEM careers than were individuals who had high math skills but moderate verbal skills. One notable finding was that the group with high math and high verbal ability included more females than males.
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Human Capital Accumulation and the Expansion of Women's Economic Rights
Rick Geddes, Dean Lueck & Sharon Tennyson
Journal of Law and Economics, November 2012, Pages 839-867
Abstract:
Between 1850 and 1920, most U.S. states enacted laws expanding the rights of married women to own and control their separate property and to own their market earnings. The economic approach to property rights implies that as married women gain economic rights, the incentive to invest in girls' human capital will rise. This prediction is tested by examining the impact of these legal changes on girls' school attendance rates relative to boys'. State-level census data are used to examine the effects of these changes on school attendance among all school-aged children. Integrated Public Use Microdata Series data are used to examine their effect on school attendance among children ages 15-19, who are just beyond compulsory schooling ages. Consistent with hypothesized effects, the empirical analysis shows that expanding women's economic rights resulted in higher relative rates of school attendance by girls and had the largest effect on the 15-19 age group.
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Distance Running as an Ideal Domain for Showing a Sex Difference in Competitiveness
Robert Deaner
Archives of Sexual Behavior, April 2013, Pages 413-428
Abstract:
Men are over-represented in the arts, sciences, and sports. This has been hypothesized to reflect an evolved male predisposition for enduring competitiveness or long-term motivation to improve one's performance and "show-off." Evidence for this hypothesis is equivocal, however, because there are viable alternative explanations for men's dominance in most cultural display domains. Here, I argue that distance running is an ideal domain for addressing this issue. Distance running is ideal because it indicates enduring competitiveness, allows objective comparisons, and is accessible, acceptable, and popular for both men and women. I review recent studies and present new data showing that substantially more men than women run relatively fast in the U.S., that this sex difference in relative performance can be attributed, at least in part, to men's greater training motivation, and that this pattern has been stable for several decades. Distance running thus provides compelling evidence for an evolved male predisposition for enduring competitiveness. I conclude with suggestions regarding how variation in achievement motivation can be informed by considering how evolved predispositions interact with environmental and social conditions.
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Boy-Girl Differences in Parental Time Investments: Evidence from Three Countries
Michael Baker & Kevin Milligan
NBER Working Paper, March 2013
Abstract:
We study differences in the time parents spend with boys and girls at preschool ages in Canada, the UK and the US. We refine previous evidence that fathers commit more time to boys, showing this greater commitment emerges with age and is not present for very young children. We next examine differences in specific parental teaching activities such as reading and the use of number and letters. We find the parents commit more of this time to girls, starting at ages as young as 9 months. We explore possible explanations of this greater commitment to girls including explicit parental preference and boy-girl differences in costs of these time inputs. Finally, we offer evidence that these differences in time inputs are important: in each country the boy-girl difference in inputs can account for a non-trivial proportion of the boy-girl difference in preschool reading and math scores.
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Annique Smeding et al.
Journal of Educational Psychology, forthcoming
Abstract:
In 2 field experiments, we relied on the very features of real testing situations-where both math and verbal tests are administered-to examine whether order of test administration can, by itself, create vs. alleviate stereotype threat (ST) effects on girls' math performance. We predicted that taking the math test before the verbal test would be deleterious for girls' math performance (ST effect), whereas taking the verbal test before the math test would benefit their math performance. We also explored whether ST (if any) may spill over from the math test to the verbal test in a real-world testing situation. The studies were conducted among French middle-school students (Ns = 1,127 and 498) during a regular class hour. In both studies, whereas girls underperformed on the math test relative to boys in the math-verbal order condition (ST effect), they performed as well as boys in the verbal-math order condition. Moreover, girls' math performance was higher in the verbal-math order condition than in the math-verbal order condition. Test order affected neither girls' verbal performance (no ST spillover) nor boys' verbal or math performance. In Study 2, additional measures pertaining to students' self-evaluations in and perceptions of the math and verbal domains provided complementary evidence that only girls who took the math test first experienced ST. Implications of order of test administration for women's experience in math, for ST effect and ST spillover research, and for educational practices are discussed.
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Beyond Gender Differences: Using Tests of Equivalence to Evaluate Gender Similarities
Laura Ball, Robert Cribbie & Jennifer Steele
Psychology of Women Quarterly, forthcoming
Abstract:
Proponents of what has been termed the Gender Similarities Hypothesis (GSH) have typically relied on meta-analyses as well as the generation of nonsignificant tests of mean differences to support their argument that the genders are more similar than they are different. In the present article, we argue that alternative statistical methodologies, such as tests of equivalence, can provide more accurate (yet equally rigorous) tests of these hypotheses and therefore might serve to complement, challenge, and/or extend findings from meta-analyses. To demonstrate and test the usefulness of such procedures, we examined Scholastic Aptitude Test-Math (SAT-M) data to determine the degree of similarity between genders in the historically gender-stereotyped field of mathematics. Consistent with previous findings, our results suggest that men and women performed similarly on the SAT-M for every year that we examined (1996-2009). Importantly, our statistical approach provides a greater opportunity to open a dialogue on theoretical issues surrounding what does and what should constitute a meaningful difference in intelligence and achievement. As we note in the discussion, it remains important to consider whether even very small but consistent gender differences in mean test performance could reflect stereotype threat in the testing environment and/or gender biases in the test itself that would be important to address.
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Something Old, Something New: Evidence of Self-Accommodation to Gendered Social Change
Amanda Diekman, Amanda Johnston & Allison Loescher
Sex Roles, May 2013, Pages 550-561
Abstract:
Two studies examined how individuals adapt the self to social trends-in particular, when the social roles of the gender ingroup change, do people readily leave behind traditional roles in favor of nontraditional roles? We hypothesized that self-relevant cognitions and behaviors would accommodate to societal change, and we found that this accommodation took the shape of greater acceptance of nontraditional roles alongside continued acceptance of traditional roles. Experiment 1 included 112 undergraduates from the Midwestern U.S. who learned about social change or social stability by reading articles ostensibly published in a newspaper. Individuals who learned about social change for their gender ingroup, relative to those learning about social stability, projected greater personal success in careers, particularly for gender-nontraditional careers. Experiment 2 examined behavioral responses to social change in a sample of 198 female undergraduates from the Midwestern U.S. Participants learned about social change or social stability and then chose to view either a website focused on physical appearance (i.e., traditional choice) or leadership (i.e., nontraditional choice). Behavioral responses to social change reflected accommodation to the anticipated social structure: Individuals who learned about social change chose to view information about nontraditional rather than traditional roles. These studies provide initial experimental evidence investigating how individuals adapt the self to the social structure.
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Do psychosocial traits help explain gender segregation in young people's occupations?
Heather Antecol & Deborah Cobb-Clark
Labour Economics, April 2013, Pages 59-73
Abstract:
This paper investigates the role of psychosocial traits in the occupational segregation of young workers entering the U.S. labor market. We find entry into male-dominated fields of study and male-dominated occupations are both related to the extent to which individuals have "masculine" traits and believe they are intelligent, while entry into male-dominated occupations is also related to the willingness to work hard, impulsivity, and the tendency to avoid problems. The nature of these relationships differs for men and women, however. Psychosocial traits (self-assessed intelligence and impulsivity) also influence movement into higher-paid occupations, but in ways that are similar for men and women. On balance, psychosocial traits provide an important, though incomplete, explanation for segregation in the fields that young men and women study as well as in the occupations in which they are employed.
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Boris Schiffer et al.
PLoS ONE, April 2013
Abstract:
Men are traditionally thought to have more problems in understanding women compared to understanding other men, though evidence supporting this assumption remains sparse. Recently, it has been shown, however, that men's problems in recognizing women's emotions could be linked to difficulties in extracting the relevant information from the eye region, which remain one of the richest sources of social information for the attribution of mental states to others. To determine possible differences in the neural correlates underlying emotion recognition from female, as compared to male eyes, a modified version of the Reading the Mind in the Eyes Test in combination with functional magnetic resonance imaging (fMRI) was applied to a sample of 22 participants. We found that men actually had twice as many problems in recognizing emotions from female as compared to male eyes, and that these problems were particularly associated with a lack of activation in limbic regions of the brain (including the hippocampus and the rostral anterior cingulate cortex). Moreover, men revealed heightened activation of the right amygdala to male stimuli regardless of condition (sex vs. emotion recognition). Thus, our findings highlight the function of the amygdala in the affective component of theory of mind (ToM) and in empathy, and provide further evidence that men are substantially less able to infer mental states expressed by women, which may be accompanied by sex-specific differences in amygdala activity.
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Overdoing Gender: A Test of the Masculine Overcompensation Thesis
Robb Willer et al.
American Journal of Sociology, January 2013, Pages 980-1022
Abstract:
The masculine overcompensation thesis asserts that men react to masculinity threats with extreme demonstrations of masculinity, a proposition tested here across four studies. In study 1, men and women were randomly given feedback suggesting they were either masculine or feminine. Women showed no effects when told they were masculine; however, men given feedback suggesting they were feminine expressed more support for war, homophobic attitudes, and interest in purchasing an SUV. Study 2 found that threatened men expressed greater support for, and desire to advance in, dominance hierarchies. Study 3 showed in a large-scale survey on a diverse sample that men who reported that social changes threatened the status of men also reported more homophopic and prodominance attitudes, support for war, and belief in male superiority. Finally, study 4 found that higher testosterone men showed stronger reactions to masculinity threats than those lower in testosterone. Together, these results support the masculine overcompensation thesis, show how it can shape political and cultural attitudes, and identify a hormonal factor influencing the effect.
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Gender-Role Differences in Spatial Ability: A Meta-Analytic Review
David Reilly & David Neumann
Sex Roles, May 2013, Pages 521-535
Abstract:
Although gender-related differences in highly gender typed cognitive abilities are of considerable interest to educators and cognitive researchers alike, relatively little progress has been made in understanding the psychological processes that lead to them. Nash (1979) proposed a gender-role mediation hypothesis for such differences, with particular emphasis on spatial ability. However, changes in gender equality and gender stereotypes in the decades since merit a re-examination of whether a gender-role association still holds (Feingold 1988). A meta-analysis of 12 studies that examined gender-role identity and mental rotation performance was conducted. These included studies from the United Kingdom, Canada, Poland, Croatia, and the United States of America. The mean effect size for masculinity was r = .30 for men and r = .23 for women; no association was found between femininity and mental rotation. This effect size was slightly larger than that found previously by Signorella and Jamison (1986), and exceeds many other factors known to influence spatial ability. The implications of gender-role mediation of gender differences are discussed and future research directions are identified.
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Feeding the Pipeline: Gender, Occupational Plans, and College Major Selection
Stephen Morgan, Dafna Gelbgiser & Kim Weeden
Social Science Research, forthcoming
Abstract:
In this article, we analyze gender differences in college major selection for respondents to the Education Longitudinal Study (2002-2006), focusing on educational pathways through college that lead to science, engineering, or doctoral-track medicine occupations and to non-doctoral track clinical and health sciences occupations. We show that gender differences in college major selection remain substantial, even for a cohort in which rates of enrollment in postsecondary education are more than ten percent higher for young women than for young men. Consistent with other recent research, we demonstrate that neither gender differences in work-family goals nor in academic preparation explain a substantial portion of these differences. However, the occupational plans of high school seniors are strong predictors of initial college major selection, a finding that is revealed only when occupational plans are measured with sufficient detail, here by using the verbatim responses of students. We also find that the association between occupational plans and college major selection is not attributable to work-family orientation or academic preparation. Finally, we find gender differences in the associations between occupational plans and college major selection that are consistent with prior research on STEM attrition, as well as with the claim that attrition also affects the selection of majors that are gateways into doctoral-track medicine. We discuss the implications of the predictive power of occupational plans formed in adolescence for understanding sex segregation and for policies intended to create a gender-balanced STEM and doctoral-level medical workforce.
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The Influence of Female Role Models on Women's Implicit Science Cognitions
Danielle Young et al.
Psychology of Women Quarterly, forthcoming
Abstract:
Can female science professors benefit women? Women's negative implicit cognitions about science, technology, engineering, and mathematics (STEM) disciplines impact performance in these fields, marking implicit associations as a space for potential change to improve women's participation in STEM. Examining college student science majors (N = 320, 63% women) enrolled in chemistry and engineering courses, our study investigates how meaningful contact with female role models impacts women's implicit cognitions about STEM. We used the Implicit Association Test to measure attitudes toward science, identification with science, and gendered stereotypes about science, and we compared students with female versus male professors. Our study first demonstrates both direct and indirect paths between implicit cognitions and women's career aspirations in STEM. Next, when female professors were seen as positive role models, women automatically identified with science and stereotyped science as more feminine than masculine. Moreover, viewing professors as positive role models was associated with pro-science career aspirations and attitudes (both implicit and explicit), for men and women alike. The findings suggest that female science professors benefit women provided students identify with them as role models. We conclude that female STEM professors not only provide positive role models for women, but they also help to reduce the implicit stereotype that science is masculine in the culture-at-large. We further discuss how shifting implicit gendered stereotypes about science can impact women's investment in a science career.
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Do College Students' Gender-typed Attitudes About Occupations Predict Their Real-World Decisions?
Lisa DiDonato & JoNell Strough
Sex Roles, May 2013, Pages 536-549
Abstract:
We investigated US college students' gender-typed attitudes about occupations for themselves as a predictor of their real-world decisions regarding an academic major and intended future career. We also investigated US college students' attitudes about the appropriateness of gender-typed occupations for other men and women. The sample (N = 264) was mostly Caucasian and was drawn from a large state university in the Mid-Atlantic region of the US. An established self-report measure (see Liben and Bigler 2002) was used to assess attitudes about occupations for the self and other people. Gender-typed majors and intended careers were categorized using a coding scheme that was developed for the study. College students preferred gender-stereotypical occupations for themselves. Women's, but not men's, preferences for gender-typed occupations predicted their decisions about their academic major and the career they intended to pursue. Both men and women reported that men should only hold masculine occupations, but that women should hold both masculine and feminine occupations. We discuss the implications of our results for understanding the gender gap in occupations in the US, such as the underrepresentation of women in STEM careers and barriers for men in stereotypically female occupations.
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The Gender Gap in High School Physics: Considering the Context of Local Communities
Catherine Riegle-Crumb & Chelsea Moore
Social Science Quarterly, forthcoming
Objectives: We focus on variation in gender inequality in physics course-taking, questioning the notion of a ubiquitous male advantage. We consider how inequality in high school physics is related to the context of students' local communities, specifically the representation of women in science, technology, engineering, and mathematics (STEM) occupations in the labor force.
Methods: This study uses nationally representative data from the National Longitudinal Study of Adolescent Health and its education component, the Adolescent Health and Academic Achievement Transcript Study.
Results: Approximately half of schools are characterized by either gender equality or even a small female advantage in enrollment in this traditionally male subject. Furthermore, variation in the gender gap in physics is related to the percent of women who are employed in STEM occupations within the community.
Conclusion: Our study suggests that communities differ in the extent to which traditionally gendered status expectations shape beliefs and behaviors.
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Stephanie Ann Kovalchik & Ray Stefani
Journal of Quantitative Analysis in Sports, March 2013, Pages 15-24
Abstract:
Gender gaps in absolute performance at the Olympics are well-established, while gender differences in relative performance have not been considered. We analyzed time trends in male and female performance improvement for medal results in all individual athletics and swimming events in Olympic years with male and female competition. Performance improvement was defined as the percentage change in performance over the gold-medal result of the previous Olympic year. In mixed effects models that accounted for the effects of the order of finish, event, and year, we found a non-significant average difference in performance improvement of <0.5% for events in running, jumping, throwing, and swimming. Since the mid-twentieth century, the record at the Summer Games shows that gains in the performance of female Olympic medalists have kept pace with men.
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Emily Shaffer, David Marx & Radmila Prislin
Sex Roles, April 2013, Pages 454-463
Abstract:
Interventions designed to combat the negative effects of stereotype threat have primarily taken an individual-based approach. The current study sought to expand upon these strategies by taking a group-based approach to reduce stereotype threat effects. Specifically, we investigated whether the success and numerical representation of women in STEM positively impacts women's math performance and affective reactions. We hypothesized that 1) women under threat (control) would perform worse than men; 2) there would be a larger performance difference for women than men when exposed to the success and balanced representation of women in STEM compared to the control condition; 3) there would be a larger performance difference for women than men between the balanced condition and the unbalanced condition where women are portrayed as successful, but not equally represented in STEM. For this study, male (n = 56) and female (n = 66) U.S. undergraduates from a large southern California state university read information about women's success and representation in STEM (or no information), completed a math exam under stereotype threat conditions, and then expressed their threat-based concerns. Results revealed that women performed worse than men in the control condition. Women in the balanced condition performed better than women in the control and unbalanced conditions. Men's performance was unaffected by the balance or imbalance of women in STEM. Women's affective reactions largely mirrored the performance results. This study provides compelling evidence for using a group-based approach highlighting women's advances in STEM to alleviate stereotype threat.
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Sex-Specific Differential Prediction of College Admission Tests: A Meta-Analysis
Franziska Fischer, Johannes Schult & Benedikt Hell
Journal of Educational Psychology, forthcoming
Abstract:
This is the first meta-analysis that investigates the differential prediction of undergraduate and graduate college admission tests for women and men. Findings on 130 independent samples representing 493,048 students are summarized. The underprediction of women's academic performance (d = 0.14) and the overprediction of men's academic performance (d = -0.16) are generalizable, albeit small. Transferred onto a 4-point grading scale, women earn college grades that are 0.24 points higher than those of men with the same admission test result. Combining admission tests with indicators of previous academic achievements, such as high school grades, reduces the amount of under- and overprediction. Moderator analysis reveals that the underprediction of women's academic performance by admission tests is a problem of the past and present. Predictor differences as well as criterion differences are not associated with over- and underprediction. Rather, undergraduate college admission tests show more underprediction of women's academic performance than graduate admission tests. These results point to differences between undergraduate and graduate students, the latter being more selected.
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Worth the Weight: The Objectification of Overweight Versus Thin Targets
Elise Holland & Nick Haslam
Psychology of Women Quarterly, forthcoming
Abstract:
Although the negative ramifications of others objectifying the female body are well established, little research has examined whether certain portrayals of women are more susceptible to being objectified. The present study sought to examine the effect of two target characteristics - body size and clothing style - on objectification. One hundred and ninety-one Australian undergraduate participants (95 female; Mage = 19.35 years) viewed either an image of an overweight woman or a thin woman, who was either dressed in plain clothes or lingerie. Participants then completed three tasks measuring their objectification of the woman to include attributions of mind, attributions of moral status, and a dot probe task assessing attention towards the target's body relative to the face. Results indicate that overweight women, as well as those dressed in plain clothing, were attributed more agentic mental states and moral value, as well as elicited less of the objectifying gaze, than thin targets and those wearing lingerie. These findings suggest that contrary to popular opinion, there may be unforeseen benefits of being overweight.
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Elisa Puvia & Jeroen Vaes
Sex Roles, April 2013, Pages 484-495
Abstract:
When sexually objectified, women are reduced to their bodies or sexual body parts and become likely targets of dehumanization. Not only men, but also women engage in this process. In the present research, we tested the link between women's appearance related self-views and their tendency to dehumanize sexually objectified female targets. Specifically, we test two mediational models and predict that (1) women's motivation to look attractive to men and (2) their tendency to internalize the sociocultural beauty standards are linked with the dehumanization of sexually objectified female targets, and their level of self-objectification mediates both relations. To test these hypotheses, a sample of 55 heterosexual undergraduate female students from Northern Italy volunteered. Participants' motivation to look attractive to men, their level of internalization of the sociocultural beauty standards, and their tendency to self-objectify was measured. Results confirmed that only sexually objectified female targets were significantly dehumanized, while their non-objectified counterparts were not. Moreover, both participants' motivation to look attractive to men and their tendency to internalize the sociocultural beauty standards were positively linked with the dehumanization of sexually objectified female targets. As expected, these relations were mediated by participants' level of self-objectification. These results show that higher levels of self-objectification among those women who are motivated either to look attractive to men or to internalize the sociocultural beauty standards are linked with their tendency to dehumanize sexually objectified female targets.
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Gijsbert Stoet & David Geary
PLoS ONE, March 2013
Abstract:
We analyzed one decade of data collected by the Programme for International Student Assessment (PISA), including the mathematics and reading performance of nearly 1.5 million 15 year olds in 75 countries. Across nations, boys scored higher than girls in mathematics, but lower than girls in reading. The sex difference in reading was three times as large as in mathematics. There was considerable variation in the extent of the sex differences between nations. There are countries without a sex difference in mathematics performance, and in some countries girls scored higher than boys. Boys scored lower in reading in all nations in all four PISA assessments (2000, 2003, 2006, 2009). Contrary to several previous studies, we found no evidence that the sex differences were related to nations' gender equality indicators. Further, paradoxically, sex differences in mathematics were consistently and strongly inversely correlated with sex differences in reading: Countries with a smaller sex difference in mathematics had a larger sex difference in reading and vice versa. We demonstrate that this was not merely a between-nation, but also a within-nation effect. This effect is related to relative changes in these sex differences across the performance continuum: We did not find a sex difference in mathematics among the lowest performing students, but this is where the sex difference in reading was largest. In contrast, the sex difference in mathematics was largest among the higher performing students, and this is where the sex difference in reading was smallest. The implication is that if policy makers decide that changes in these sex differences are desired, different approaches will be needed to achieve this for reading and mathematics. Interventions that focus on high-achieving girls in mathematics and on low achieving boys in reading are likely to yield the strongest educational benefits.
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Vincent Fogliati & Kay Bussey
Psychology of Women Quarterly, forthcoming
Abstract:
According to stereotype threat theory, negative stereotypes impair performance and can lead to reduced motivation. In the present study, we examined whether the female-mathematics stereotype not only impairs women's performance but also buffers their self-esteem from negative feedback and reduces their motivation to improve. Before completing a mathematics test, 80 (54 female) participants were informed either that men outperform women on the test (stereotype threat condition) or that men and women perform equally well (no-stereotype condition). Following the test, participants received positive or negative feedback prior to rating their self-esteem. Finally, participants were invited to attend free mathematics tutorials and asked to indicate their likelihood of attending. Women under stereotype threat performed worse and were less motivated than non-stereotyped women to attend mathematics tutorials after receiving negative feedback. Furthermore, although men's self-esteem was higher if they received positive rather than negative feedback, feedback valence had no effect on women's self-esteem. These results suggest that the effect of stereotype threat on women's mathematical performance is potentially compounded by its capacity to reduce motivation to improve. Practical implications are discussed, with a particular focus on the need for interventions that produce an identity-safe environment, foster an incremental view of mathematical ability, and provide information about successful role models.
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Toni Schmader, Alyssa Croft & Jessica Whitehead
Social Psychological and Personality Science, forthcoming
Abstract:
We examined the hypothesis that stereotype threat disrupts reflexive cuing of the default self-concept and instead evokes a more reflective process of self-definition. Across two studies, a reaction time measure of math schematicity assessed prior to a math test was predicted by baseline math schematicity among men (Study 1) and women in a nonthreatening condition (Study 2). However, among women under stereotype threat, math schematicity measured prior to a diagnostic math test was unrelated to baseline math schematicity and was instead associated with explicit endorsement of math. These effects occurred for math and not language self-schemas, suggesting that under threat, the working self-concept might be derived from conscious reflection rather than automatic activation.
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Soledad de Lemus et al.
Social Psychology, Spring 2013, Pages 109-116
Abstract:
We examined the influence of exposure to traditional gender roles on the activation of gender stereotypes in Spanish women. An associative procedure was used to expose participants to stereotypical vs. counterstereotypical gender roles, and a word categorization task with stereotypically feminine communal/warmth and stereotypically masculine agentic/competence trait words measured participants' automatic responses. Results show that women exposed to traditional roles reverse the activation of gender stereotypes. That is, they activated competence/agency faster for female primes and warmth/communion faster for male primes in a subsequent task. The implicit stereotype reversal was predicted by participants' endorsement of positive attitudes toward affirmative action policies. The results are discussed in terms of the motivational influence of perceived discrimination in intergroup relations.