journal article Aug 25, 2011

Gender Biases in Early Number Exposure to Preschool-Aged Children

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Abstract
Despite dramatically narrowing gender gaps, women remain underrepresented in mathematics and math-related fields. Parents can shape expectations and interests, which may predict later differences in achievement and occupational choices. This study examines children’s early mathematical environments by observing the amount that mothers talk to their sons and daughters (mean age 22 months) about cardinal number, a basic precursor to mathematics. In analyses of naturalistic mother–child interactions from the Child Language Data Exchange System (CHILDES) database, boys received significantly more number-specific language input than girls. Greater amounts of early number-related talk may promote familiarity and liking for mathematical concepts, which may influence later preferences and career choices. Additionally, the stereotype of male dominance in math may be so pervasive that culturally prescribed gender roles may be unintentionally reinforced to very young children.
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Metrics
52
Citations
50
References
Details
Published
Aug 25, 2011
Vol/Issue
30(4)
Pages
440-450
License
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Cite This Article
Alicia Chang, Catherine M. Sandhofer, Christia S. Brown (2011). Gender Biases in Early Number Exposure to Preschool-Aged Children. Journal of Language and Social Psychology, 30(4), 440-450. https://doi.org/10.1177/0261927x11416207
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