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Nosek, Banaji, & Greenwald (2002): Math = Male, Me = Female, Therefore Math ^= Me

Brian Nosek
Computer Resource; Online
Brian Nosek
We examined the role of group membership (being female or male), implicit identity with social groups (me=male/female), and math-gender stereotypes (math=male) in predicting implicit math attitudes (math=good) and math identity (math=me). In addition, we investigated the relationship between implicit and explicit preferences and SAT performance. College students demonstrated negativity toward math and science relative to arts and language on implicit measures. Women showed greater implicit negativity toward math than men did, even in a sample that had selected a math-intensive college major. In addition, associations of math with male and the self with gender related to implicit math attitudes, but those relationships were directly opposing for men and women. Stronger math=male associations corresponded with more negative math attitudes for women, but more positive math attitudes for men. Finally, both implicit and explicit math attitudes were predictive of SAT performance. These results point to the opportunities and constraints on personal preferences that derive from membership in social groups.
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