Effects of stereotype content priming on fourth and fifth grade students’ gender-instrument associations and future role choice

Abstract

The purpose of this study was to collect consensual stereotypes about traditional and popular music instruments and roles and to measure the effects of stereotype content priming on gender-role associations with fourth and fifth grade students. In the first experiment with traditional band and orchestra instruments, fifth grade students ( N = 126) perceived every instrument to have a gender and chose instruments that aligned with their sex. Affecting stereotype content by priming students with pictures of both boys and girls playing each instrument had a small effect on gender-instrument associations. In a second experiment with popular music instruments and roles, fourth and fifth grade students ( N = 376) perceived every instrument and role to be prescribed for a particular gender and chose instruments and roles that aligned with their sex. Affecting stereotype content by priming students with pictures of only girls in each role or only boys in each role had large significant effects. In the condition with only pictures of girls, boys appeared to experience stereotype threat while girls appeared to experience stereotype lift. Conclusions are drawn from social role theory as to how classroom stereotype content influences future role choice. Implications are made for thoughtful classroom interventions.