The effect of math exemplars on math stereotypes: An experiment with Black and Latinx middle school students.

IF 2.9 2区心理学 Q1 ETHNIC STUDIES

Cultural Diversity & Ethnic Minority Psychology Pub Date : 2025-08-07 DOI:10.1037/cdp0000763

Chenqi Gao, Sophie L Kuchynka, Luis M Rivera

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引用次数: 0

Abstract

Objectives: Math stereotypes targeting gender and ethnic-racial groups emerge early in life and are maintained through adolescence, including the middle school age period. These stereotypes undermine girls' and ethnic and racial minority (ERM) children's math interests and confidence, and intervening during middle school may contribute to preventing the impact of stereotypes on math pursuit and persistence. This study examines the impact of a bias-reducing intervention used with adults-exposure to counterstereotypical role models-on diminishing math stereotypes about gender and ethnicity/race among middle school students from ERM groups.

Method: An experiment with middle school girls and boys from schools with predominantly Black and Latinx students examined the effect of exposure to women and men math professionals who vary in their gender and ethnic-racial group memberships on gender and ethnic-racial math stereotypes. The moderating role of math identity was also explored.

Results: The main results showed that boy participants generally expressed stronger gender math stereotypes than girl participants, but exposure to ERM women math professionals reduced boy participants' gender math stereotypes. Further, math identity moderated the impact of exposure to women math professionals. After exposure to women (compared to men) math professionals, boys with weaker math identities and girls with stronger math identities exhibited reduced gender math stereotypes. However, no such effects emerged among boys with strong math identities and girls with weak math identities.

Conclusions: This research underscores the importance of diversity in math professions, and it has implications for the role of intersectionality in addressing math stereotypes. (PsycInfo Database Record (c) 2025 APA, all rights reserved).

查看原文本刊更多论文

数学范例对数学刻板印象的影响：以黑人和拉丁裔中学生为对象的实验。

目标：针对性别和种族群体的数学刻板印象在生命早期就出现了，并一直持续到青春期，包括中学时期。这些刻板印象破坏了女孩和少数民族儿童的数学兴趣和信心，在中学阶段进行干预可能有助于防止刻板印象对数学追求和坚持的影响。本研究考察了对成人使用的减少偏见干预——接触反刻板印象的角色模型——对减少ERM组中学生关于性别和种族/种族的数学刻板印象的影响。方法：对来自黑人和拉丁裔学生为主的学校的中学男女学生进行了一项实验，研究了接触性别和种族群体成员不同的男女数学专业人员对性别和种族数学刻板印象的影响。探讨了数学同一性的调节作用。结果：男孩被试对数学的性别刻板印象普遍强于女孩，但接触ERM女性数学专业人员降低了男孩被试对数学的性别刻板印象。此外，数学身份调节了接触女性数学专业人士的影响。在接触女性数学专业人士（与男性相比）后，数学认同较弱的男孩和数学认同较强的女孩表现出较少的性别数学刻板印象。然而，在数学认同感较强的男孩和数学认同感较弱的女孩中，没有出现这种影响。结论：本研究强调了数学专业多样性的重要性，并对交叉性在解决数学刻板印象中的作用具有启示意义。（PsycInfo Database Record (c) 2025 APA，版权所有）。

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来源期刊

Cultural Diversity & Ethnic Minority Psychology Multiple-

CiteScore

5.90

自引率

6.10%

发文量

101

期刊介绍： Cultural Diversity & Ethnic Minority Psychology seeks to publish theoretical, conceptual, research, and case study articles that promote the development of knowledge and understanding, application of psychological principles, and scholarly analysis of social–political forces affecting racial and ethnic minorities.