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Cited by 99Education, Achievement, and GiftednessCareer Development and DiversityCritical Race Theory in Education

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Latina and European American girls' experiences with academic sexism and their self-concepts in mathematics and science during adolescence

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Brown, Christia Spears, Leaper, Campbell·2010·Sex Roles
DOI 10.1007/s11199-010-9856-5PMC PMC2993888
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Abstract

The study investigated Latina and European American adolescent girls' (N = 345, M = 15.2 years, range = 13 to 18) experiences with academic sexism in mathematics and science (M/S) and their M/S perceived competence and M/S value (liking and importance). M/S academic sexism was based on girls' reported experiences hearing sexist comments about girls' abilities in math and science. Older European American adolescents, and both younger and older Latina adolescents, who experienced several instances of academic sexism felt less competent in M/S than girls who experienced less sexism (controlling for M/S grades). In addition, among older girls (regardless of ethnicity), those who experienced several instances of academic sexism valued M/S less than girls who experienced less sexism.

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  • From a recent survey of US adolescents, 54% of girls had experienced explicit academic sexism.

    “We do know, however, from a recent survey of US adolescents that 54% of girls had experienced explicit academic sexism (i.e., reports of discouraging or other negative statements from others about their abilities in math, science, or computers because they are female; Brown and Leaper, 2010).”

    From Gender and Education (2015) · cites this paper as Brown and Leaper, 2010

    The Results (Preliminary Analyses and Mean Group Differences; page unavailable) report that 52%, not 54%, of girls heard a discouraging statement about their math, science, or computer abilities at least once or twice. The Method (Measures; page unavailable) confirms that the survey asked about negative statements made because the respondent was female. The experience described is supported, but the cited percentage is not. (LLM, conf=0.89)

    Experimental — accuracy not yet measured

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Metadata

Authors
Brown, C. S., & Leaper, C.
Affiliations
  • University of Kentucky (US)
  • University of California, Santa Cruz (US)
Corresponding author
Brown, Christia Spears
ORCID
Venue
Sex Roles
Publisher
Springer Science and Business Media LLC
Published
2010-08-11
Volume
63
Issue
11-12
Pages
860-870
ISSN
  • 0360-0025 (ISSN-L)
  • 1573-2762
DOI
10.1007/s11199-010-9856-5
PMC
PMC2993888
OpenAlex
W2097727406
Cited by
99
References
3
Citations by year
2026: 3 · 2025: 6 · 2024: 4 · 2023: 3 · 2022: 9 · 2021: 12 · 2020: 9 · 2019: 6 · 2018: 7 · 2017: 7 · 2016: 4 · 2015: 9 · 2014: 5 · 2013: 10 · 2012: 3
FWCI
6.28
Type
journal article
Language
en
Open access
Licence
cc-by-nc
Locations
  • Sex Roles (publishedVersion, cc-by-nc)
  • PubMed Central (publishedVersion, cc-by-nc)
  • PubMed (publishedVersion)
  • eScholarship (California Digital Library) (submittedVersion, other-oa)
  • eScholarship (California Digital Library) (submittedVersion)
Funders
  • University of California, Los Angeles
  • Center for the Study of Women, University of California, Los Angeles
Topics
  • Social Sciences › Psychology › Developmental and Educational Psychology › Education, Achievement, and Giftedness
  • Social Sciences › Psychology › Applied Psychology › Career Development and Diversity
  • Social Sciences › Sociology and Political Science › Critical Race Theory in Education
Keywords
Latina girls, adolescent girls, mathematics and science, self-concept, perceived competence, value of science, gender stereotypes, age differences, ethnic differences

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