Much of the research devoted to this topic has examined children’s self-reported explicit beliefs about gender differences in abilities. For example, stereotypic perceptions of academic abilities have been implicated in gender differences in course selections and career trajectories, contributing to the underrepresentation of women in science, technology, engineering and math (STEM). The funders had no role in study design, data collection and analysis, decision to publish, or preparation of the manuscript.Ĭompeting interests: The authors have declared that no competing interests exist.Ĭhildren’s perceptions of gender differences in cognitive abilities are important because they may lead boys and girls to develop different interests and different areas of achievement. The first author was supported by a National Science Foundation Graduate Fellowship and the Paul and Daisy Soros Fellowships for New Americans.
įunding: This research was supported by a grant from the National Institute of Child Health and Human Development ( )#1R03HD072025-01A1 awarded to BKC and KP. This is an open access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.ĭata Availability: All relevant data are uploaded to the Open Science Framework database and publicly accessible via the following URL. Received: SeptemAccepted: AugPublished: September 8, 2020Ĭopyright: © 2020 Vuletich et al. PLoS ONE 15(9):Įditor: Jennifer Steele, York University, CANADA Citation: Vuletich HA, Kurtz-Costes B, Cooley E, Payne BK (2020) Math and language gender stereotypes: Age and gender differences in implicit biases and explicit beliefs.
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