Details
| Original language | English |
|---|---|
| Pages (from-to) | 233-251 |
| Number of pages | 19 |
| Journal | Social psychology |
| Volume | 50 |
| Issue number | 4 |
| Early online date | 1 Jul 2019 |
| Publication status | Published - Jul 2019 |
Abstract
Stereotypically, men are expected to outperform women in science, technology, engineering, and mathematics (STEM) domains, and women to outperform men in language. We conceptually replicated this association using reverse correlation tasks. Without available gender information, participants generated male images of physics teachers and female images of language teachers (Studies 1 and 3). Personal endorsement of respective ability stereotypes inconsistently predicted these effects (Studies 1 and 3). With unambiguous gender information (Study 2), participants generated feminized images of female language teachers and masculinized images of female physics teachers, whereas images of male teachers were unaffected by academic domain. Stereotype endorsement affected perceptions of female but not male teachers, suggesting that appearing feminine in STEM domains still signals professional mismatch.
Keywords
- academic gender stereotypes, data-driven method, prospective teachers, reverse correlation paradigm, STEM
ASJC Scopus subject areas
- Psychology(all)
- Social Psychology
- Arts and Humanities(all)
- Arts and Humanities (miscellaneous)
- Social Sciences(all)
- Sociology and Political Science
- Psychology(all)
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In: Social psychology, Vol. 50, No. 4, 07.2019, p. 233-251.
Research output: Contribution to journal › Article › Research › peer review
}
TY - JOUR
T1 - Visualizing Gendered Representations of Male and Female Teachers Using a Reverse Correlation Paradigm
AU - Degner, Juliane
AU - Mangels, Jana
AU - Zander, Lysann
N1 - Acknowledgements: We thank Elisabeth Höhne, Torben Fließwasser, Lisa Krichel, and Lena Weickenmeier for their support with data collection as well as Ron Dotsch for his responsiveness to all questions regarding the RCIC task.
PY - 2019/7
Y1 - 2019/7
N2 - Stereotypically, men are expected to outperform women in science, technology, engineering, and mathematics (STEM) domains, and women to outperform men in language. We conceptually replicated this association using reverse correlation tasks. Without available gender information, participants generated male images of physics teachers and female images of language teachers (Studies 1 and 3). Personal endorsement of respective ability stereotypes inconsistently predicted these effects (Studies 1 and 3). With unambiguous gender information (Study 2), participants generated feminized images of female language teachers and masculinized images of female physics teachers, whereas images of male teachers were unaffected by academic domain. Stereotype endorsement affected perceptions of female but not male teachers, suggesting that appearing feminine in STEM domains still signals professional mismatch.
AB - Stereotypically, men are expected to outperform women in science, technology, engineering, and mathematics (STEM) domains, and women to outperform men in language. We conceptually replicated this association using reverse correlation tasks. Without available gender information, participants generated male images of physics teachers and female images of language teachers (Studies 1 and 3). Personal endorsement of respective ability stereotypes inconsistently predicted these effects (Studies 1 and 3). With unambiguous gender information (Study 2), participants generated feminized images of female language teachers and masculinized images of female physics teachers, whereas images of male teachers were unaffected by academic domain. Stereotype endorsement affected perceptions of female but not male teachers, suggesting that appearing feminine in STEM domains still signals professional mismatch.
KW - academic gender stereotypes
KW - data-driven method
KW - prospective teachers
KW - reverse correlation paradigm
KW - STEM
UR - http://www.scopus.com/inward/record.url?scp=85068624368&partnerID=8YFLogxK
U2 - 10.1027/1864-9335/a000382
DO - 10.1027/1864-9335/a000382
M3 - Article
AN - SCOPUS:85068624368
VL - 50
SP - 233
EP - 251
JO - Social psychology
JF - Social psychology
SN - 1864-9335
IS - 4
ER -