Ability to perform in school may be moderated by the implicit beliefs of teachers, families, and classmates about girls’ and boys’ relative intellectual abilities as well as external social pressures. Discover strategies and policy designs that level the playing field and provide the best opportunities for success to people of all genders at all stages of education.
When women are confronted with negative stereotypes about women and math ability, they underperform on math examinations, and activity in brain regions associated with depression and social rejection is seen.
Male and female faculty revealed a 2:1 preference for hiring women across both math-intensive and non-math-intensive fields, with the single exception of male economists, who showed no gender preference.
Female students in all-female classes experience less stereotype threat and perform better in their mathematics grades than their female peers in coeducational classes, with no difference in their language grades.