ArticleNature human behaviour2022
Gendered beliefs about mathematics ability transmit across generations through children's peers.
Article in Nature human behaviour, 2022. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 1 paper.
What it found
Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.
The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
1 citing paper in PubMed, 28 citations in OpenAlex.
- Agent-based models of the cultural evolution of occupational gender roles.Royal Society open science · 2023Article
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
2 authors at 2 institutions in 2 countries.
Funding
No grant is acknowledged in the PubMed record.
Abstract
In many societies, beliefs about differential intellectual ability by gender persist across generations. These societal beliefs can contribute to individual belief formation and thus lead to persistent gender inequality across multiple dimensions. We show evidence of intergenerational transmission of gender norms through peers and how this affects gender gaps in learning. We use nationally representative data from China and the random assignment of children to middle-school classrooms to estimate the effect of being assigned a peer group with a high proportion of parents who believe that boys are innately better than girls at learning mathematics. We find this increases a child's likelihood of holding the belief, with greater effects from peers of the same gender. It also affects the child's demonstrated mathematics ability, generating gains for boys and losses for girls. Our findings highlight how the informational environment in which children grow up can shape their beliefs and academic ability.
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Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.