mathishard!gender,mathematics,andimplicitsocialc.docVIP

Math is hard! Gender, mathematics, and implicit social cognition Brian Nosek Yale University Paper presented at the 1999 Graduate Student Conference, New York University, November 19, 1999. [Slide 1] Today I would like to summarize some our work that investigates the implicit nature of gender differences in orientations toward mathematics. I will describe a research program where we are utilizing a variation of Heider’s balance theory to predict and understand the structure of implicit social cognition for mathematics. Using balance theory as an organizing principle I will show you that the structure of implicit attitudes and beliefs about mathematics holds provocative possibilities for the role of implicit, or automatic, cognition in our participation, performance, and attitudes toward mathematics. [Slide 2] In the United States, there is a general phenomenon of negativity toward mathematics. We see disinterest in mathematics in the declining participation despite burgeoning job markets in mathematically related fields, lower math performance than virtually all other developed countries, and strong negative attitudes toward mathematics relative to other academic domains. The major consequence of this is that many students are not qualified, or are under-prepared for some of the most desirable jobs in our economy in the new ‘Internet order.’ This negative orientation toward mathematics is not limited to comparisons of Americans to other nations. Within the United States, dramatic gender differences exist in participation, performance and attitudes toward mathematics. For this talk, I will focus on our research exclusively relevant to gender differences in orientations toward mathematics. Participation in mathematics drops precipitously once it is no longer a requirement. This drop in participation is especially strong for females (seen here in green). While high school girls participate in mathematics at