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

Math is hard! Gender, mathematics, and implicit social cognition. Brian Nosek Yale University Collaborators: Mahzarin Banaji and Tony Greenwald. Participation in mathematics. Performance in mathematics. Gender differences in performance emerge over time (Hyde et al., 1988)

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

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  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 -.06 • high school .29 • College .32 • SAT-math .40

  4. Cross-sectional explicit attitude comparisons - webData N = 29,514

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

  6. Implicit Attitudes toward Math d = 1.03

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

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

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

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

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

  12. Implicit measures can predict performance

  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

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