Catherine Verniers1, Delphine Martinot1. 1. Laboratoire de Psychologie Sociale et Cognitive UMR CNRS 6024, Clermont Université, Université Blaise Pascal, Clermont-Ferrand, France.
Abstract
BACKGROUND: Endorsing an entity theory of intelligence has negative effects on students' academic trajectories. Research focused on students' personal theories of intelligence has shown that girls are more likely than boys to hold an entity theory of intelligence. However, no study has examined the possibility of a gender stereotype basis for this belief. AIMS: We examined whether secondary school students are knowledgeable about others' beliefs describing female students' intelligence as less malleable than male students' intelligence. SAMPLE AND METHOD: A sample of 85 French ninth graders were asked to rate to what extent others perceived: (1) female or male students' intelligence as malleable and fixed; (2) female or male students as making efforts for their current achievement; and (3) female or male students as having potential for future success. RESULTS: Participants reported that others perceived girls' intelligence as less malleable than boys' intelligence. Moreover, the relationship between current efforts and potential for future achievement depended on the target's gender. The more hardworking a female student was perceived to be in school, the less she was considered to have potential to succeed in the future, whereas such a link was not observed for a male student. CONCLUSIONS: Secondary school students seem to be knowledgeable about a gender stereotype regarding intelligence and potential for academic success which is unfavourable for female students. Implications for students' academic trajectories are discussed.
BACKGROUND: Endorsing an entity theory of intelligence has negative effects on students' academic trajectories. Research focused on students' personal theories of intelligence has shown that girls are more likely than boys to hold an entity theory of intelligence. However, no study has examined the possibility of a gender stereotype basis for this belief. AIMS: We examined whether secondary school students are knowledgeable about others' beliefs describing female students' intelligence as less malleable than male students' intelligence. SAMPLE AND METHOD: A sample of 85 French ninth graders were asked to rate to what extent others perceived: (1) female or male students' intelligence as malleable and fixed; (2) female or male students as making efforts for their current achievement; and (3) female or male students as having potential for future success. RESULTS:Participants reported that others perceived girls' intelligence as less malleable than boys' intelligence. Moreover, the relationship between current efforts and potential for future achievement depended on the target's gender. The more hardworking a female student was perceived to be in school, the less she was considered to have potential to succeed in the future, whereas such a link was not observed for a male student. CONCLUSIONS: Secondary school students seem to be knowledgeable about a gender stereotype regarding intelligence and potential for academic success which is unfavourable for female students. Implications for students' academic trajectories are discussed.