Implicit Attitudes towards Gender Influence the
Relationship between Gender and Academic Subjects
Abstract
The existence of an implicit gender-subject stereotype is investigated. Specifically,
the association of males with science subjects and females with humanity subjects.
Data from 107 UCL undergraduate Psychology students were used. Participants
performed an IAT regarding gender and subjects and the significance of the results
was established trough a t-test. Moreover, a comparison between male and female
IAT measures was carried out however, the differences were not found to be
significant when a t-test was carried out. The results indicated the existence of an
implicit gender-subject stereotype as the participants had faster reaction times in the
congruent trials, i.e. males-sciences, females-humanities. The effects of such implicit
stereotypes and the influence on people’s life are immense and since the majority of
literature agrees on the existence of a gender-subject implicit stereotype driving
gender discrimination, the development of social policies regarding the issue is
demonstrates the need for such an implication.
1
, 1. Introduction
Gender differentiation among humans is universally present and through it
each gender is categorized in a unique way (Dunham et al., 2016). From the age of 2,
humans develop awareness of conventional gender stereotypes (Leinbach, Hort &
Fagot, 1997). Linked to the formation and awareness of gender stereotypes is gender
discrimination and prejudice that arises through such stereotypes.
According to Allport (1979, p.191) stereotypes are defined as “exaggerated
belief[s] associated with a [social] category.” (Allport, G. W., 1979). Stereotypes can
either be explicit, available to conscious awareness (Katelyn L. Dryden, 2013), or
implicit, which are not available to introspection and may not even be endorsed or
wanted (Blommaert et al., 2010). People can have both explicit and implicit
stereotypes (Wlison et al., 2000; Lane et al., 2011), nevertheless implicit stereotypes
influence behavior in different ways than explicit ones (Greenwald et al., 2009; Lane
et al., 2011).
The current research will investigate the issue of implicit attitudes towards
gender and specifically the widely held notion that males are better in science
subjects, whereas females are better in humanities subjects. Stereotypes associating
males with sciences arise in early development (Chambers, 1983; Steffens, Jelenec, &
Noack, 2010) and exist cross culturally (Nosek et al., 2009). This research topic is of
great importance as it has been observed that such stereotypic beliefs can not only
influence women’s aspirations in science subjects (Frome & Eccles, 1998; Furnham et
al., 2002), but also weaken their performance in such subjects (Steele &
Ambady,2005); implying that such stereotypes may act as barriers for women to
pursue careers in sciences.
Implicit attitudes towards gender have attracted a great deal of research. That
is because implicit attitudes are unconscious and thus people cannot control their
thoughts and give biased answers led by social desirability effects as it could be the
case with explicit attitudes. Nosek et al. (2009) used the Implicit Associations Test
(IAT), to investigate the gender-science implicit stereotype. From 500,000 responses
to the IAT completed by individuals from 34 different countries, 70% of both men
2
Relationship between Gender and Academic Subjects
Abstract
The existence of an implicit gender-subject stereotype is investigated. Specifically,
the association of males with science subjects and females with humanity subjects.
Data from 107 UCL undergraduate Psychology students were used. Participants
performed an IAT regarding gender and subjects and the significance of the results
was established trough a t-test. Moreover, a comparison between male and female
IAT measures was carried out however, the differences were not found to be
significant when a t-test was carried out. The results indicated the existence of an
implicit gender-subject stereotype as the participants had faster reaction times in the
congruent trials, i.e. males-sciences, females-humanities. The effects of such implicit
stereotypes and the influence on people’s life are immense and since the majority of
literature agrees on the existence of a gender-subject implicit stereotype driving
gender discrimination, the development of social policies regarding the issue is
demonstrates the need for such an implication.
1
, 1. Introduction
Gender differentiation among humans is universally present and through it
each gender is categorized in a unique way (Dunham et al., 2016). From the age of 2,
humans develop awareness of conventional gender stereotypes (Leinbach, Hort &
Fagot, 1997). Linked to the formation and awareness of gender stereotypes is gender
discrimination and prejudice that arises through such stereotypes.
According to Allport (1979, p.191) stereotypes are defined as “exaggerated
belief[s] associated with a [social] category.” (Allport, G. W., 1979). Stereotypes can
either be explicit, available to conscious awareness (Katelyn L. Dryden, 2013), or
implicit, which are not available to introspection and may not even be endorsed or
wanted (Blommaert et al., 2010). People can have both explicit and implicit
stereotypes (Wlison et al., 2000; Lane et al., 2011), nevertheless implicit stereotypes
influence behavior in different ways than explicit ones (Greenwald et al., 2009; Lane
et al., 2011).
The current research will investigate the issue of implicit attitudes towards
gender and specifically the widely held notion that males are better in science
subjects, whereas females are better in humanities subjects. Stereotypes associating
males with sciences arise in early development (Chambers, 1983; Steffens, Jelenec, &
Noack, 2010) and exist cross culturally (Nosek et al., 2009). This research topic is of
great importance as it has been observed that such stereotypic beliefs can not only
influence women’s aspirations in science subjects (Frome & Eccles, 1998; Furnham et
al., 2002), but also weaken their performance in such subjects (Steele &
Ambady,2005); implying that such stereotypes may act as barriers for women to
pursue careers in sciences.
Implicit attitudes towards gender have attracted a great deal of research. That
is because implicit attitudes are unconscious and thus people cannot control their
thoughts and give biased answers led by social desirability effects as it could be the
case with explicit attitudes. Nosek et al. (2009) used the Implicit Associations Test
(IAT), to investigate the gender-science implicit stereotype. From 500,000 responses
to the IAT completed by individuals from 34 different countries, 70% of both men
2
