Stereotypes Affecting Female College Students Test Scores

Miller, Alice H. Eagly, and Marcia C. Linn, it measured gender-science stereotype, “” (2). which is defined as associations that connects science with men more than women. This is believed to come from a lack of representation of women in the relative field. The study notes that putting women in science related fields in media, or having more women in the field, lessons that stereotype. They conducted the experiment by measuring 66 nations, which consisted of 350,000 participants’ explicit and implicit gender-science stereotypes. They found a relationship “between women's representation in science and national gender-science stereotype” (Eagly, Linn, Miller 8). The results of the study concluded that “implicit and explicit measures indicated strong association of science with man” (Eagly, Linn, Miller

Dress codes target young girls bodies at a young age and cause self esteem issues from a very early age. Establishing sexist norms into young minds is a recipe for disaster. One journalist from The Huffington Post says, “By creating and following dress codes that have separate standards for boys and girls, it teaches girls that they are mostly perceived as objects, only as valuable as how they look” (Bromberg). By telling girls that their bodies are infringing upon boys’ education establishes a norm in their mind that they should not be confident within themselves. How could a low self esteem improve learning in

O’Brien, L.T., & Crandall, C.S. (2003) Stereotype threat and arousal: effects on women’s math performance. Personality and Social Psychology Bulletin, 29, 782-789.

Gender role stereotyping has been shown to reduce performance of men. However, when women are put in similar situations for them, it was in some ways elevating their social status, and thus this may not have

academic gender stereotypes, girls believed they are academically superior to boys F (1,203) = 41.50, p < .001. Furthermore, results show that boys favor the idea that girls are academically superior as they advance through school F (4, 203) = 12.86, p < .001. In academic gender meta-stereotypes results were analyze by using between- subjects ANOVA. Results for the second DV provided insight on girls belief of academic gender meta-stereotypes did not increase as they advance through school F (4, 203) = 0.52, p = .719 whereas boys believe that adults seeing girls as academically superior did increase as they advance through school F (4, 203) = 12.24, p < .001. Findings in the current study suggest that boys believe that girls are academically superior to them, but they also believe that adults share the same belief as they do (Hartley & Sutton, 2013).

Young women are becoming increasingly aware of how they are being perceived by others and today it is ultra common for young women to hear about the negative sides of their gender. As young women grow older and start to consider possible career choices they also start to hear certain opinions on their choices and some even experience actual discrimination. “High-school girls who pursue an advanced interest in science and math (unless they are students at special institutions like the Bronx Highs School of Science where everyone is a brain) usually find that they are greatly outnumbered by boys in their classes. They are, therefore, intruding on male turf at a time when their sexual confidence, as well as that of the boys, is most fragile” (). In situations like these some young women may develop a fear of their male counterparts due to the ratio involved and others may also consider the stereotype that women are bad and math and that threat ultimately becomes a self fulfilling

Nothing about the dress code in most schools is sexist. Schools simply wants both male and female students to dress modestly and appropriately.” Most of the replies to this quote are not positive and disagree on many

A statistic showed that “(In 2009-10) about 57 percent of public school principals reported that their schools enforced a dress code. The codes themselves vary; some rules are intended to promote modesty and others to encourage a respectful learning environment” (Dell’Antonia). However, it is not always the dress code that is sexist. Some dress codes,such as Churchill’s, are written with gender equality in mind but the way the school’s enforce them, make them sexist. A student will rarely see a fellow male peer getting pulled out of his learning environment and told to change because the teachers find that his outfit can be proven to be distracting to the learning environment. On the flipside, girls will be pulled out of the learning environment and forced to changed because their outfit or attire can “prove to be a distraction”. The issue here is not that these dress codes are written with sexism in mind its that the way schools enforce them is sexist. A girl could be told her outfit is indecent for the school environment because it could be seen as a distraction to the male population of the school, possibly. Teachers will interpret what they see as inappropriate by what they experienced as a teen but the issue with that is that everyone has a different perceived world based on their past so dress codes get muddled and hard to understand in common agreeance, as does

Gender stereotypes are mostly taken for granted at a young age: girls are told to play with dolls and boys are told to play with trucks. But as children grow older they find themselves in a world where the reality of gender roles and stereotypes aren’t acknowledged, and the illusion of gender neutrality is commended. If gender roles are becoming more neutral, then it would follow that gender role stereotypes are also becoming more lax. However, in actuality this is not true.

In part I of the psychology in media project I reviewed the article “Why Young Girls Don’t Think They are Smart Enough” written by Sarah-Jane Leslie and Andrei Cimpain. The authors of this article explored the psychological research they conducted - along with Lin Bian - which is aimed at discovering the underlying cause for the disparities between men and women across academic disciplines. In the media article published in the New York Times the authors concluded that stereotypes are mainly to blame for these disparities. They also noted that these social stereotypes start affecting girls as young as the age of six, and that the shift in thought is drastic. In a more formal report which they published in Science Magazine, through a set of

The topic of school dress codes has been widely discussed in and outside of the classroom and considering that, out of one hundred sixty-three female students at Brevard High School ninety-four percent believe that dress codes only applies to them, one could see why. Eighty-three percent of the two hundred eighty-four students and staff at Brevard High School believe that dress codes are primarily directed at female students (Brevard High School Survey 2016). With those statistics in mind it is no wonder why dress codes are still being debated to this day. Dress codes in public high schools not only limit a student's first amendment rights but also lack legitimate reason and promote a sexist environment.

The researchers conducted five different studies, all of which used undergraduates as participants of the study. For the first study, the participants were sixty undergraduates and 78% were female. In the study, researchers studied the relationship between clothing and abstract processing, while accounting for the covariant, socioeconomic status. Participants were asked to rate the formality of their currently worn clothing in relation to their peers on a scale from -50 to +50. In addition, they were given a behavioral identification form in

The first effect of stereotyping is a phenomenon known as “stereotype threat” that occurs in a situation where a person is in fear of unintentionally confirming a negative stereotype. Several studies have been conducted to discover the effects of stereotype threats. For example, I discovered that Toni Schmader, an assistant professor of the UA psychology department, and Michael Johns, a UA graduate (ethos), conducted studies that showed, “college women score lower on tests of mathematical ability, and Hispanic students might score lower on tests of intelligence, not because they have less ability, but because reminders of negative stereotypes temporarily decrease their ‘working memory capacity’ (UA News Services, “Exploring the Negative Consequences of Stereotyping”, UANews.Arizona.edu).” This demonstrates that the students did not do worse on the test due to their lack of skills, but rather due to negative stereotypes. In a similar study by professors Claude Steele and Joshua Aronson, African American and White college students took the same intelligence test under two conditions. In the stereotype threat condition the students were told the test would evaluate their intelligence, and in the

Society can put unrealistic expectations of reality into individuals from a very young age. As soon as a child can begin to comprehend what is going on around them, they are shown movies of perfect society’s and perfect marriage. So, as they grow older, this is what they expect life to be like. Then, when they finally reach a certain age they begin to wonder why life isn’t going the way they thought it was going to go. The picture that the media and movies portray of life and how one is supposed to look can make individuals put outrageous expectation on themselves in order to be “normal”. Nobody feels those expectations more than females growing up do. Women are oversexualized and kept inferior to their male counterparts and this can affect

To illustrate, (California SU) Professor Abraham Rutchick reveals in 2015 various psychological studies he underwent which revealed how formal attire changes people's thought processes. “Putting on formal clothes makes people feel powerful, and changes the basic way we see the world”. Psycologist Rutchick and his colleagues found that wearing clothing that's more formal than usual makes people think more broadly and processing more readily than concrete processing. One social experiment which occurred was when subjects wore white lab coats and were viewed to have similar relations to a credible profession (ie; lab coat-doctor, physician, dentist, etc.). The spectators tended to be more attentive, than would be given to a profession of minor prominence. Kamron & Kari Riggins two middle schoolers of the Cascade Avenue community both made statements addressing their viewpoints of clothing's perception in society. “Job interviews are typically the most common procedure which requires a person of authority to evaluate and examine a possible candidate's appearance. Oftentimes employers disregard the