The effects of gender stereotypic and counter-stereotypic textbook images on science performance

Good, Jessica J.; Woodzicka, Julie A.; Wingfield, Lylan C.

doi:10.1080/00224540903366552

Cited by 263Career Development and DiversityScience Education and PerceptionsEducation, Achievement, and Giftedness

The effects of gender stereotypic and counter-stereotypic textbook images on science performance

Good, Jessica J., Woodzicka, Julie A., Wingfield, Lylan C.·2010·The Journal of Social Psychology

DOI 10.1080/00224540903366552

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Abstract

We investigated the effect of gender stereotypic and counter-stereotypic images on male and female high school students' science comprehension and anxiety. We predicted stereotypic images to induce stereotype threat in females and impair science performance. Counter-stereotypic images were predicted to alleviate threat and enhance female performance. Students read one of three chemistry lessons, each containing the same text, with photograph content varied according to stereotype condition. Participants then completed a comprehension test and anxiety measure. Results indicate that female students had higher comprehension after viewing counter-stereotypic images (female scientists) than after viewing stereotypic images (male scientists). Male students had higher comprehension after viewing stereotypic images than after viewing counter-stereotypic images. Implications for alleviating the gender gap in science achievement are discussed.

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Reading about successful female mathematicians and viewing images of female scientists is effective in thwarting negative stereotype threat effects in science and math.
“For example, reading about successful female mathematicians and viewing images of female scientists has proven effective in thwarting negative stereotype threat effects in science and math (Good, Woodzicka, & Wingfield, 2010;McIntyre, et al., 2005;McIntyre, Paulson, & Lord, 2003).”
From Managing to clear the air: Stereotype threat, women, and leadership (2016) · cites this paper as Good, Woodzicka, & Wingfield, 2010

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Good, J.J., Woodzicka, J.A., & Wigfield, L.C. (2010). The Effects of Gender Stereotypic and Counter-Stereotypic Textbook Images on Science Performance. Journal of Social Psychology, 150, 132-147.
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Authors: Good, J. J., Woodzicka, J. A., & Wingfield, L. C.
Affiliations: Rutgers, The State University of New Jersey (US)
Washington and Lee University (US)
Corresponding author: Good, Jessica J.
ORCID: Good, Jessica J.
Woodzicka, Julie A.
Venue: The Journal of Social Psychology
Publisher: Informa UK Limited
Published: 2010-02-26
Volume: 150
Issue: 2
Pages: 132-147
ISSN: 0022-4545 (ISSN-L)
1940-1183
DOI: 10.1080/00224540903366552
OpenAlex: W2134720047
Cited by: 263
References: 43
Citations by year: 2026: 11 · 2025: 20 · 2024: 19 · 2023: 16 · 2022: 26 · 2021: 19 · 2020: 59 · 2019: 12 · 2018: 15 · 2017: 13 · 2016: 10 · 2015: 10 · 2014: 15 · 2013: 5 · 2012: 7
FWCI: 15.89
Type: journal article
Language: en
Open access: closed
Locations: The Journal of Social Psychology (publishedVersion)
PubMed (publishedVersion)
Topics: Social Sciences › Safety Research › Career Development and Diversity
Social Sciences › Psychology › Developmental and Educational Psychology › Science Education and Perceptions
Social Sciences › Psychology › Experimental and Cognitive Psychology › Education, Achievement, and Giftedness
Keywords: gender stereotypes, stereotype threat, science achievement, scientific understanding, science anxiety, female students, chemistry textbook, gender gap in science, high school students, women in science
MeSH terms: Adolescent, Anxiety, Chemistry, Female, Gender Identity, Humans, Male, Pilot Projects, Regression Analysis, Sex Factors, Stereotyping, Students, Comprehension

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The effects of gender stereotypic and counter-stereotypic textbook images on science performance

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