National Disparities Favoring Males Are Reflected in Girls' Implicit Associations About Gender and Academic Subjects

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dc.contributor.authorCvencek, Dario
dc.contributor.authorSanders, Elizabeth A.
dc.contributor.authordel Rio, M. Francisca
dc.contributor.authorSusperreguy, Maria Ines
dc.contributor.authorStrasser, Katherine
dc.contributor.authorBrecic, Ruzica
dc.contributor.authorGacesa, Dora
dc.contributor.authorSkala, David
dc.contributor.authorTomasetto, Carlo
dc.contributor.authorGaldi, Silvia
dc.contributor.authorCadinu, Mara
dc.contributor.authorKapur, Manu
dc.contributor.authorPassolunghi, Maria Chiara
dc.contributor.authorFerreira, Tania I. Rueda
dc.contributor.authorMirisola, Alberto
dc.contributor.authorMariani, Beatrice
dc.contributor.authorMeltzoff, Andrew N.
dc.date.accessioned2024-10-01T07:00:02Z
dc.date.available2024-10-01T07:00:02Z
dc.date.issued2024
dc.description.abstractBased on data for N = 2,756 children (1,410 girls; Mage = 8.10 years) from 16 data sets spanning five nations, this study investigated relations between national gender disparities and children's beliefs about gender and academic subjects. One national-level gender disparity involved inequalities in socioeconomic standing favoring adult males over females (U.N. Human Development Index). The other involved national-level gaps in standardized math achievement, favoring boys over girls (Trends in International Mathematics and Science Study Grade 4). Three novel findings emerged. First, girls' results from a Child Implicit Association Test showed that implicit associations linking boys with math and girls with reading were positively related to both national male advantages in socioeconomic standing and national boy advantages in Trends in International Mathematics and Science Study. Second, these relations were obtained for implicit but not explicit measures of children's beliefs linking gender and academic subjects. Third, implicit associations linking gender to academic subjects increased significantly as a function of children's age. We propose a psychological account of why national gender disparities are likely to influence children's developing implicit associations about gender and academic subjects, especially for girls.
dc.fuente.origenWOS
dc.identifier.doi10.1037/dev0001797
dc.identifier.eissn1939-0599
dc.identifier.issn0012-1649
dc.identifier.urihttps://doi.org/10.1037/dev0001797
dc.identifier.urihttps://repositorio.uc.cl/handle/11534/88012
dc.identifier.wosidWOS:001300863800001
dc.information.autorucFacultad de Educación; Susperreguy Jorquera, Maria Ines; S/I; 151479
dc.language.isoen
dc.nota.accesoSin adjunto
dc.revistaDEVELOPMENTAL PSYCHOLOGY
dc.rightsregistro bibliográfico
dc.subjectsocietal gender inequalities
dc.subjectgender stereotypes
dc.subjectChild Implicit Association Test
dc.subjectage differences
dc.subjectimplicit social cognition
dc.subject.ods05 Gender equality
dc.subject.odspa05 Igualdad de género
dc.titleNational Disparities Favoring Males Are Reflected in Girls' Implicit Associations About Gender and Academic Subjects
dc.typeartículo
sipa.codpersvinculados151479
sipa.indexWOS
sipa.trazabilidadCarga WOS-SCOPUS;01-10-2024
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