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Math is hard! Gender, mathematics, and implicit social cognition

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Presentation on theme: "Math is hard! Gender, mathematics, and implicit social cognition"— Presentation transcript:

1 Math is hard! Gender, mathematics, and implicit social cognition
Brian Nosek Yale University Collaborators: Mahzarin Banaji and Tony Greenwald

2 Participation in mathematics

3 Performance in mathematics
Gender differences in performance emerge over time (Hyde et al., 1988) Age Cohen’s d elementary high school .29 College SAT-math .40

4 Cross-sectional explicit attitude comparisons - webData

5 Implicit Attitudes toward Math
Unpleasant Arts Pleasant Math Pleasant Arts Unpleasant RAI = (Math+Unpleasant) – (Math+Pleasant)

6 Implicit Attitudes toward Math

7 Are gender differences in implicit attitudes toward mathematics stable over the lifespan?

8 Adaptation of Heider’s Balance Theory (1958)
Math Me Female + - Females Me Math Male + Males

9 Are males masculine and females feminine?
Math Me Female Me Female + Feminine Masculine Me Math Male + Me Male

10 Is mathematics masculine?
Me Female + Female Math - Me Math Male + Math Male +

11 Do males identify with math more than females do?
- Me Math Me Female + - Math + Me Me Math Male +

12 Implicit measures can predict performance
Relative SAT Performance Males Females Explicit Attitudes .40*** .41*** Implicit Attitudes .42*** .24**

13 Correlations between implicit and explicit attitudes toward mathematics

14 Implicit/explicit attitude dissociations

15 Summary Attitude differences are strong and stable
‘Balance’ present in implicit orientations toward mathematics Implicit and explicit math attitudes are related

16 Additional Questions Commitment to math related to implicit attitudes?
Impact of group membership Emergence of implicit gender differences Implicit/explicit correspondence – everpresent or consolidated?

17 Females: Males: Mean = Mean = -82

18 Negativity toward mathematics
Participation Performance U.S. students are among the worst of developed nations in mathematics (TIMSS) Attitudes

19 An implicit approach to investigating orientations toward mathematics
Difficult to ‘know’ one’s mind Conscious attitudes and beliefs reflect only part of our mental representation of mathematics Origins of our behavior are not necessarily a direct consequence of our conscious attitudes, beliefs, or intentions.

20 Negative attitudes toward mathematics - webIAT
Mean = -109 std = 123

21 Cross-sectional implicit attitudes toward mathematics

22 Children can show implicit effects

23 Emerging Implicit/Explicit Correlations
College (N = 57) 3rd, 4th, 5th (N = 86) 1st, 2nd (N = 58) .38** .15 -.03

24 Assistance and advice David McNellis Cindy Wang Andrea Gaynor
Members of the Banaji Lab group

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