Approaching math increases math = me and math = pleasant |
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Authors: | Kerry Kawakami Jennifer R. Steele Curtis E. Phills |
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Affiliation: | a Department of Psychology, York University, 4700 Keele Street, Toronto, Canada M3J 1P3 b Department of Psychology, Yale University, Box 208205, New Haven, CT, 06520-8205 |
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Abstract: | In two studies, we examined the effect of extensive practice in approaching math on implicit identification with math, implicit math attitudes, and behavior during a math test. The results from Study 1 demonstrated that women trained to approach math showed more identification with and positive implicit attitudes toward math than women trained to avoid math. Notably, this latter pattern of findings was only evident for women low in initial identification with this field. The results from Study 2 replicated these findings by showing that women who were initially low in math identification and trained to approach math showed more implicit identification with math and attempted more items on a math test than women trained to respond to math in a neutral way. The implications of these findings for current theorizing on the gender gap in women’s representation in math related careers are discussed. |
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Keywords: | Implicit attitudes Implicit prejudice Math identification Gender gap Approach behaviors Stereotype threat |
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