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Visualizing Gendered Representations of Male and Female Teachers Using a Reverse Correlation Paradigm
Stereotypically, men are expected to outperform women in science, technology, engineering, and mathematics (STEM) domains, and women to outperform men in language. We conceptually replicated this association using reverse correlation tasks. Without available gender information, participants generate...
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| Published in: | Social psychology (Göttingen, Germany) Germany), 2019-07, Vol.50 (4), p.233-251 |
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| Main Authors: | , , |
| Format: | Article |
| Language: | English |
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| cited_by | cdi_FETCH-LOGICAL-a337t-e020f5297e1663896f8865d5d230cc4965e8d8572eb8597dc8b2edd80c8638ee3 |
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| cites | cdi_FETCH-LOGICAL-a337t-e020f5297e1663896f8865d5d230cc4965e8d8572eb8597dc8b2edd80c8638ee3 |
| container_end_page | 251 |
| container_issue | 4 |
| container_start_page | 233 |
| container_title | Social psychology (Göttingen, Germany) |
| container_volume | 50 |
| creator | Degner, Juliane Mangels, Jana Zander, Lysann |
| description | Stereotypically, men are expected to outperform women in
science, technology, engineering, and mathematics (STEM) domains, and women to
outperform men in language. We conceptually replicated this association using
reverse correlation tasks. Without available gender information, participants
generated male images of physics teachers and female images of language teachers
(Studies 1 and 3). Personal endorsement of respective ability stereotypes
inconsistently predicted these effects (Studies 1 and 3). With unambiguous
gender information (Study 2), participants generated feminized images of female
language teachers and masculinized images of female physics teachers, whereas
images of male teachers were unaffected by academic domain. Stereotype
endorsement affected perceptions of female but not male teachers, suggesting
that appearing feminine in STEM domains still signals professional mismatch. |
| doi_str_mv | 10.1027/1864-9335/a000382 |
| format | article |
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science, technology, engineering, and mathematics (STEM) domains, and women to
outperform men in language. We conceptually replicated this association using
reverse correlation tasks. Without available gender information, participants
generated male images of physics teachers and female images of language teachers
(Studies 1 and 3). Personal endorsement of respective ability stereotypes
inconsistently predicted these effects (Studies 1 and 3). With unambiguous
gender information (Study 2), participants generated feminized images of female
language teachers and masculinized images of female physics teachers, whereas
images of male teachers were unaffected by academic domain. Stereotype
endorsement affected perceptions of female but not male teachers, suggesting
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science, technology, engineering, and mathematics (STEM) domains, and women to
outperform men in language. We conceptually replicated this association using
reverse correlation tasks. Without available gender information, participants
generated male images of physics teachers and female images of language teachers
(Studies 1 and 3). Personal endorsement of respective ability stereotypes
inconsistently predicted these effects (Studies 1 and 3). With unambiguous
gender information (Study 2), participants generated feminized images of female
language teachers and masculinized images of female physics teachers, whereas
images of male teachers were unaffected by academic domain. Stereotype
endorsement affected perceptions of female but not male teachers, suggesting
that appearing feminine in STEM domains still signals professional mismatch.</description><subject>Female</subject><subject>Gender stereotypes</subject><subject>Human</subject><subject>Human Sex Differences</subject><subject>Language</subject><subject>Language teachers</subject><subject>Male</subject><subject>Males</subject><subject>Mathematics</subject><subject>Physics</subject><subject>Science and technology</subject><subject>Sciences</subject><subject>STEM</subject><subject>Stereotyped Attitudes</subject><subject>Stereotypes</subject><subject>Teacher Attitudes</subject><subject>Teachers</subject><subject>Test Construction</subject><issn>1864-9335</issn><issn>2151-2590</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2019</creationdate><recordtype>article</recordtype><sourceid>7T9</sourceid><sourceid>BHHNA</sourceid><recordid>eNp9kN9LwzAQx4MoOKd_gG8BH6UuP5o0eZThpjBRZPM1ZMl1dnRtTVph--ttnfjo091x388dfBC6puSOEpZNqJJpojkXE0sI4YqdoBGjgiZMaHKKRn_7c3QR45YQyZhMRwjei9jZsjgU1QbPofIQwOM3aAJEqFrbFnUVcZ3jZ1sCtpXHM9gN7RKs-4AQ8SoOqO2Zr34EPK1DgPIHxK82WF9sdpfoLLdlhKvfOkar2cNy-pgsXuZP0_tFYjnP2gQII7lgOgMqJVda5kpJ4YVnnDiXailAeSUyBmsldOadWjPwXhGn-jgAH6Ob490m1J8dxNZs6y5U_UvDWKYzrQlL_08JzqXWnPQpeky5UMcYIDdNKHY27A0lZnBuBqdmcGp-nffM7ZGxjTVN3Dsb2sKVEF3XS6lac4iNEcSkhnHOvwHgMIL6</recordid><startdate>20190701</startdate><enddate>20190701</enddate><creator>Degner, Juliane</creator><creator>Mangels, Jana</creator><creator>Zander, Lysann</creator><general>Hogrefe Publishing</general><general>Hogrefe & Huber Publishers GmbH</general><scope>AAYXX</scope><scope>CITATION</scope><scope>7RZ</scope><scope>PSYQQ</scope><scope>7T9</scope><scope>7U4</scope><scope>BHHNA</scope><scope>DWI</scope><scope>WZK</scope><orcidid>https://orcid.org/0000-0002-6634-8099</orcidid></search><sort><creationdate>20190701</creationdate><title>Visualizing Gendered Representations of Male and Female Teachers Using a Reverse Correlation Paradigm</title><author>Degner, Juliane ; Mangels, Jana ; Zander, Lysann</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-a337t-e020f5297e1663896f8865d5d230cc4965e8d8572eb8597dc8b2edd80c8638ee3</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>2019</creationdate><topic>Female</topic><topic>Gender stereotypes</topic><topic>Human</topic><topic>Human Sex Differences</topic><topic>Language</topic><topic>Language teachers</topic><topic>Male</topic><topic>Males</topic><topic>Mathematics</topic><topic>Physics</topic><topic>Science and technology</topic><topic>Sciences</topic><topic>STEM</topic><topic>Stereotyped Attitudes</topic><topic>Stereotypes</topic><topic>Teacher Attitudes</topic><topic>Teachers</topic><topic>Test Construction</topic><toplevel>peer_reviewed</toplevel><toplevel>online_resources</toplevel><creatorcontrib>Degner, Juliane</creatorcontrib><creatorcontrib>Mangels, Jana</creatorcontrib><creatorcontrib>Zander, Lysann</creatorcontrib><collection>CrossRef</collection><collection>APA PsycArticles®</collection><collection>ProQuest One Psychology</collection><collection>Linguistics and Language Behavior Abstracts (LLBA)</collection><collection>Sociological Abstracts (pre-2017)</collection><collection>Sociological Abstracts</collection><collection>Sociological Abstracts</collection><collection>Sociological Abstracts (Ovid)</collection><jtitle>Social psychology (Göttingen, Germany)</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>Degner, Juliane</au><au>Mangels, Jana</au><au>Zander, Lysann</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><atitle>Visualizing Gendered Representations of Male and Female Teachers Using a Reverse Correlation Paradigm</atitle><jtitle>Social psychology (Göttingen, Germany)</jtitle><date>2019-07-01</date><risdate>2019</risdate><volume>50</volume><issue>4</issue><spage>233</spage><epage>251</epage><pages>233-251</pages><issn>1864-9335</issn><eissn>2151-2590</eissn><abstract>Stereotypically, men are expected to outperform women in
science, technology, engineering, and mathematics (STEM) domains, and women to
outperform men in language. We conceptually replicated this association using
reverse correlation tasks. Without available gender information, participants
generated male images of physics teachers and female images of language teachers
(Studies 1 and 3). Personal endorsement of respective ability stereotypes
inconsistently predicted these effects (Studies 1 and 3). With unambiguous
gender information (Study 2), participants generated feminized images of female
language teachers and masculinized images of female physics teachers, whereas
images of male teachers were unaffected by academic domain. Stereotype
endorsement affected perceptions of female but not male teachers, suggesting
that appearing feminine in STEM domains still signals professional mismatch.</abstract><cop>Gottingen</cop><pub>Hogrefe Publishing</pub><doi>10.1027/1864-9335/a000382</doi><tpages>19</tpages><orcidid>https://orcid.org/0000-0002-6634-8099</orcidid></addata></record> |
| fulltext | fulltext |
| identifier | ISSN: 1864-9335 |
| ispartof | Social psychology (Göttingen, Germany), 2019-07, Vol.50 (4), p.233-251 |
| issn | 1864-9335 2151-2590 |
| language | eng |
| recordid | cdi_proquest_journals_2279799024 |
| source | EBSCO_PsycARTICLES; Linguistics and Language Behavior Abstracts (LLBA); Sociological Abstracts |
| subjects | Female Gender stereotypes Human Human Sex Differences Language Language teachers Male Males Mathematics Physics Science and technology Sciences STEM Stereotyped Attitudes Stereotypes Teacher Attitudes Teachers Test Construction |
| title | Visualizing Gendered Representations of Male and Female Teachers Using a Reverse Correlation Paradigm |
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