This preview shows pages 1–9. Sign up to view the full content.
This preview has intentionally blurred sections. Sign up to view the full version.
View Full DocumentThis preview has intentionally blurred sections. Sign up to view the full version.
View Full DocumentThis preview has intentionally blurred sections. Sign up to view the full version.
View Full DocumentThis preview has intentionally blurred sections. Sign up to view the full version.
View Full Document
Unformatted text preview: Math is hard! Gender, mathematics, and implicit social cognition Brian Nosek Yale University Collaborators: Mahzarin Banaji and Tony Greenwald Participation in mathematics 20 40 60 80 100 High School Undergraduate Graduate Work Females Males 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 SATmath .401.210.80.60.40.2 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 Crosssectional explicit attitude comparisons  webData N = 29,514 Implicit Attitudes toward Math RAI = (Math+Unpleasant) – (Math+Pleasant) Math Unpleasant Arts Pleasant Math Pleasant Arts Unpleasant400300200100 100 females males Implicit Attitudes toward Math d = 1.0320018016014012010080604020 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? Adaptation of Heider’s Balance Theory (1958) Math Me Female + Me Math Male + + + Females Males150...
View
Full
Document
This note was uploaded on 11/11/2011 for the course MATH 112 taught by Professor Jarvis during the Winter '08 term at BYU.
 Winter '08
 JARVIS
 Math

Click to edit the document details