Implicit and Explicit Gender Stereotypes and Their Relationship to Self-Concept

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  • May 27, 2022
Creator
  • Dryden, Katelyn L.
    • Affiliation: College of Arts and Sciences, Department of Psychology and Neuroscience
Abstract
  • 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. Boys and girls differed on both implicit and explicit stereotype measures. 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. Both boys and girls viewed boys as better in sports than girls, and as better in sports than in math. Implicit scores indicated that boys were also more likely to associate girls with being better at math than 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, as well as career path choices later on.
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  • In Copyright
Note
  • Funding: Dunlevie Honors Undergraduate Research Fund
Advisor
  • Kurtz-Costes, Beth
Degree
  • Bachelor of Arts
Honors level
  • Honors
Degree granting institution
  • University of North Carolina at Chapel Hill
Graduation year
  • 2013
Extent
  • 29

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