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NYU.math.1999.slides

NYU.math.1999.slides - Math is hard Gender mathematics and...

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Math is hard! Gender, mathematics, and implicit social cognition Brian Nosek Yale University Collaborators: Mahzarin Banaji and Tony Greenwald
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Participation in mathematics 0 20 40 60 80 100 High School Undergraduate Graduate Work Females Males
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Performance in mathematics Gender differences in performance emerge over time (Hyde et al., 1988) Age Cohen’s d elementary -.06 high school .29 College .32 SAT-math .40
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-1.2 -1 -0.8 -0.6 -0.4 -0.2 0 0.2 0.4 12 15 17 19 21 23 25 27 29 31 35 39 43 47 51 55 59 Explicit Rating female male Cross-sectional explicit attitude comparisons - webData N = 29,514
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Implicit Attitudes toward Math RAI = (Math+Unpleasant) – (Math+Pleasant) Math Unpleasant Arts Pleasant Math Pleasant Arts Unpleasant
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-400 -300 -200 -100 0 100 females males Implicit Attitudes toward Math d = 1.03
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-200 -180 -160 -140 -120 -100 -80 -60 -40 -20 0 12 15 17 19 21 23 25 27 29 31 35 39 43 47 51 55 59 Product RAI female male Are gender differences in implicit attitudes toward mathematics stable over the lifespan?
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Adaptation of Heider’s Balance Theory (1958) Math Me Female + - - Me Math Male + + + Females Males
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-150 -100 -50 0 50 100 150 200 RAI in ms.
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