Sex-Stereotyping of Children's Success in Mathematics and Reading

Abstract

Fifth and sixth graders' evaluations of the social attractiveness of boys and girls who were described as highly successful in either mathematics or reading were explored. A rating scale was employed to determine the extent to which subjects thought that a boy, girl, good friend, and teacher liked a fictitious boy or girl who was labeled either the best mathematics or reading student in the class. Perceived likeability was significantly influenced by the interaction of academic area and sex of the character described as successful. Both sexes generally gave higher ratings to the boy who did well in mathematics and the girl who did well in reading. The acquisition and application of sex-related labels associated with mathematics and reading and the interpersonal consequences of such labeling are discussed as possible determinants of sex differences in achievement in these areas.