Implicit and Explicit Gender Stereotypes and Their Relationship to Self-Concept (2013)

Undergraduates: Katelyn Dryden, Justin Kretzschmar Katherine Perkins, Adam Hoffman, Liz Adams

Faculty Advisor: Beth Kurtz-Costes
Department: Psychology & Neuroscience

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Traditionally, boys are viewed as better in math and sports than girls. This study examines children's implicit and explicit gender stereotype endorsement and their self-ratings in math and sports. Fifty-seven children participated. The affective misattribution procedure (AMP) was used to measure implicit stereotypes, and children completed a paper and pencil measure of explicit stereotypes and self-concept. No correlations were found between implicit and explicit stereotypes among boys and girls, suggesting implicit and explicit views are not in accordance. However, both implicit and explicit scores were consistent with traditional stereotypes, with boys rating boys as significantly better than girls in sports, but not math. A significant three-way interaction on explicit stereotype scores showed that girls viewed girls as equally competent in math and sports, whereas boys viewed girls as better in math than in sports. Regarding gender group stereotype endorsement, boys support traditional sports stereotypes, but not traditional math stereotypes. Contrary to expectations, girls' implicit scores showed that both boys and girls were more strongly associated with being good in sports than with being good in math. Boys reported significantly higher self-concept than girls in math and sports. Results indicate that gender stereotypes still exist, but they differ by gender. These differences potentially impact behavior within the classroom environment.