What is the best model for girls and boys faced with a standardized mathematics evaluation situation: A hardworking role model or a gifted role model?
Article first published online: 31 MAR 2011
©2011 The British Psychological Society
British Journal of Social Psychology
Volume 50, Issue 3, pages 536–543, September 2011
How to Cite
Bagès, C. and Martinot, D. (2011), What is the best model for girls and boys faced with a standardized mathematics evaluation situation: A hardworking role model or a gifted role model?. British Journal of Social Psychology, 50: 536–543. doi: 10.1111/j.2044-8309.2010.02017.x
- Issue published online: 2 SEP 2011
- Article first published online: 31 MAR 2011
- Received 24 February 2010; revised version received 8 December 2010
Same-gender role models are likely to improve girls’ math performance. This field experiment examined whether the explanation given for a role model's success also influence children's math performance. Fifth graders were presented with a female or a male role model before a difficult math test and were informed about the cause of his/her math success (effort vs. ability vs. no explanation). The results showed that the gender of a hardworking role model did not influence math performance. In contrast, when the role model's success was not explained or explained by abilities, children performed better with the female role model than with the male role model. The hardworking role model and the female role model allowed reducing stereotype threat among girls.