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The Effects of Gender Stereotypic and Counter-Stereotypic Textbook Images on Science Performance
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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“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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Makarova, E., Aeschlimann, B., & Herzog, W. (2019) · Frontiers in Education · doi:10.3389/feduc.2019.00060 · Cited by 600
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Metadata
- 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.
- 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
- 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 › Psychology › Applied Psychology › Career Development and Diversity
- Social Sciences › Psychology › Developmental and Educational Psychology › Science Education and Perceptions
- Social Sciences › Psychology › Developmental and Educational 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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