Latina and European American Girls’ Experiences with Academic Sexism and their Self-Concepts in Mathematics and Science During Adolescence

• Published in: Sex roles 2010-12, Vol.63 (11-12), p.860-870
• Main Authors: Brown, Christia Spears, Leaper, Campbell
• Format: Article
• Language: English
• Subjects: Academic achievement; Adolescent; Adolescents; Behavioral Science and Psychology; Biological and medical sciences; Cultural differences; Developmental psychology; Europe; Females; Fundamental and applied biological sciences. Psychology; Gender Differences; Gender Studies; Girls; Latin American Cultural Groups; Mathematics; Medicine/Public Health; Original; Original Article; Psychology; Psychology. Psychoanalysis. Psychiatry; Psychology. Psychophysiology; Science; Sexism; Social psychology; Social role. Sex role; Sociology; Standardized Tests; Teenagers; Values
• ISSN: 0360-0025; 1573-2762
• DOI: 10.1007/s11199-010-9856-5

The study investigated Latina and European American adolescent girls’ ( N  = 345, M  = 15.2 years, range = 13 to 18) experiences with academic sexism in mathematics and science (M/S) and their M/S perceived competence and M/S value (liking and importance). M/S academic sexism was based on girls’ reported experiences hearing sexist comments about girls’ abilities in math and science. Older European American adolescents, and both younger and older Latina adolescents, who experienced several instances of academic sexism felt less competent in M/S than girls who experienced less sexism (controlling for M/S grades). In addition, among older girls (regardless of ethnicity), those who experienced several instances of academic sexism valued M/S less than girls who experienced less sexism.