ArticleSocial psychology of education : an international journal2024
Reducing the gender gap on adolescents' interest in study fields: The impact of perceived changes in ingroup gender norms and gender prototypicality.
Article in Social psychology of education : an international journal, 2024. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 3 papers, 1 of them a synthesis that pooled it.
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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.
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Who cites it
3 citing papers in PubMed, 1 synthesis or guideline pooled it.
- Gender differences in digital literacy: a systematic and meta-analytic review across developmental stages and socio-cultural contexts.Frontiers in psychology · 2026Pooled it
- Associations Between Felt Pressure to Conform to Gender Norms, Gender Typicality, and Dutch Children's Gender-Typical Views on Future Career and Family Life.Archives of sexual behavior · 2026Article
- Evolving Masculinity Norms Shape Men's Willingness to Intervene in Workplace Sexual Harassment.Sex roles · 2026Article
Corrections and comments
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Authors and funding
4 authors.
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No grant is acknowledged in the PubMed record.
Abstract
Despite some progress towards gender equality in Western societies, traditional gender norms still shape career choices, perpetuating a gender gap where girls are more likely to pursue traditionally feminine fields like healthcare, elementary education, and domestic roles (HEED), while boys are drawn to masculine domains such as science, technology, engineering, and mathematics (STEM). This research investigates whether, and under which conditions, the perception that gender norms are progressively changing towards less gender dichotomy can reduce this gender gap in academic fields. We recruited a sample of 642 high-school students (394 women and 248 men), and experimentally manipulated both the salience of changes in gender norm (stability vs change) and participants' gender prototypicality. The main dependent variable was participants' interest in stereotypically feminine (HEED) and masculine (STEM) academic fields. The results indicated a slight decrease in the gender gap for stereotypically feminine fields (HEED) among participants who saw themselves as typical members of their gender group, but no significant change was observed for stereotypically masculine fields (STEM). These findings suggest that shifting perceptions of gender norms may have a limited effect on modifying traditional educational and career choices, underscoring the resilience of entrenched gender stereotypes. Supplementary Information: The online version contains supplementary material available at 10.1007/s11218-024-09909-z.
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Registered trials
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