Thesis

The relationship between mothers' and adolescent daughters' gender stereotypes and daughters' math scores

Gender stereotypes exist regarding girls and their negative math performance. These stereotypes may be propagated through socialization. Gender differences in math performance may be influenced by stereotypes held by adolescent girls and stereotypes passed down by their parents. Mothers' and daughters' gender and math stereotypes have been shown to be correlated in previous research. Past research has also found gender differences in actual math performance. This study looked at the correlation between mothers' gender stereotypes and their daughters' math stereotypes as well as with their daughters' math performance. The possible mediating role( s) of subjective task value and competence beliefs were also investigated. The participants in this study were adolescent girls and their mothers (N = 100). Gender stereotypes of mothers, stereotypes of daughters, daughters' competence beliefs, subjective task value, and actual math scores were collected via a take home survey given to the girls at school after parental permission was obtained. Correlations were found between mothers' and daughters' gender stereotypes as well as between daughters' gender stereotypes and their math scores. The mediation hypotheses were not supported. Gender stereotypes were found to be correlated with several demographic variables and daughters' math performance was negatively correlated with the mothers being married. Key Words: Gender, Stereotypes, Math, Subjective Task Value, Competence Beliefs, and Gender Role Attitudes.

Relationships

Items