Abstract
Feeling content with one's gender identity interacts with math-gender stereotypes to predict self-concept in math and physics.
Highlights
Equal participation of males and females in study and selection of careers in science, technology, engineering, and mathematics (STEM) fields is considered a critical goal for science education reform efforts worldwide [1,2,3]
Gender identity is considered one of the most pervasive and enduring influences on personal goals, aspirations, and behavior [14]. It is for this reason that a growing body of literature emphasizes the centrality of gender identity to the promotion of equity in science education [2,15,16,17]
In accordance with the tendency for cognitive balance, it would be expected that males with strong gender identity would be more likely to internalize math-gender stereotypes, which in turn would influence their level of identification with math and physics or, alternatively, males with strong gender identity and a given level of selfidentification with math and physics are more likely to generalize or project their personal identifications with math on to others of their own gender
Summary
Equal participation of males and females in study and selection of careers in science, technology, engineering, and mathematics (STEM) fields is considered a critical goal for science education reform efforts worldwide [1,2,3]. This paper reports the results of an investigation on the relationship between multiple measures of gender identity and self-concepts in math and physics among males and females enrolled in the same science-math academic stream in Thailand and matched in terms of their past school performance in math. In Thailand, where we conducted the study reported in this paper, almost equal proportions of males and females are enrolled in science-math academic streams at the upper secondary school level and females are well represented in math and science undergraduate programs in Thai colleges and universities. Gender identity is considered one of the most pervasive and enduring influences on personal goals, aspirations, and behavior [14] It is for this reason that a growing body of literature emphasizes the centrality of gender identity to the promotion of equity in science education [2,15,16,17]. Gender identity is often defined in terms of feminine or
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