1st Edition
The Routledge International Handbook of Gender Beliefs, Stereotype Threat, and Teacher Expectations
The Routledge International Handbook of Gender Beliefs, Stereotype Threat, and Teacher Expectations presents, for the first time, the work of leading researchers exploring the synergies and interrelationships between these fields, and provides a catalytic platform for advancing theory, practice, policy and research from an integrated perspective.
An understanding of how gender beliefs, stereotype threat, and teacher expectations interrelate is vital to creating safe, equitable, and encouraging learning spaces. The collection summarises how gender beliefs, stereotype threat, and teacher expectations act in association to influence gendered student achievement, engagement, and self-beliefs, and suggests ways toward rectifying their negative effects. The chapters are organised into four sections:
- Gender Beliefs, Identity, Stereotypes, and Student Futures
- Stereotype Threat
- Teacher Expectations
- Synergies and Solutions
By examining synergies and solutions shared between the three fields, this book creates more meaningful, consistent, and permanent approaches to achieving gender identity safety, gendered scholastic equity, well-being, and positive futures for students.
This comprehensive publication brings together cutting-edge research at the intersection of gender beliefs, stereotype threat, and teacher expectations. It is an essential reference for researchers and postgraduate students in education and gender studies as well as educational, social, and developmental psychology.
Introduction
Part 1: Gender beliefs, identity, stereotypes, and student futures
1. Gender beliefs, gender stereotypes, and gender identity development
Meagan M. Patterson and Morgan R. Vannoy
2. Transgender inclusion and gender diversity in the education system: Addressing gender
expansiveness and gender justice for all children and youth
Wayne Martino, Shailja Jain, and Deepika Papneja
3. Gender differences in Motivational beliefs and career aspirations from childhood to
adolescence: An expectancy-value perspective
Rebecca Lazarides, Elisa Oppermann, and, Hanna Gaspard
4. Gender identity and academic engagement: How the perceived fit between students’
gender and school work explains gendered pathways in education
Ursula Kessels
5. Gender and early musical experiences: Reflections on lessons learned
Scott Harrison
6. Female students’ belonging uncertainty in higher education STEM environments:
Explanations and indications
Lysann Zander and Bernhard Ertl
Part 2: Stereotype threat
7. Stereotype threat: Overview, current trends in research, and interventions to bolster
achievement and learning
Andre’ Oliver, Bryant N. Gomez, Katlyn Lee Milless, Maya Godbole, and Catherine Good
8. Stereotype threat research in real-world gendered contexts: Looking to the future
Penelope W. St J. Watson
9. Classroom cues to social identity threat and safety for women in STEM
Kathryn L. Boucher, Christine Logel, and Mary C. Murphy
10. 'Boys don’t read poems!' Stereotype threat in the language education in boys
Sylwia Bedyńska and Izabela Krejtz
11. Stereotype threat beyond gender and mathematics: The cognitive burden of
stigmatising health conditions
Carlo Tomasetto
12. Stereotype threat, ethnicity, and gender: An American perspective
David H. Stevens and Frank C. Worrell
13. The culture effect: How and why culture might weaken stereotype threat in non-Western
cultures
Katherine Picho-Kiroga
14. Whaia te angitū: Indigenous Māori students’ career aspirations—Gendered stereotypes,
supports, and barriers
Melinda Webber and Penelope W. St J. Watson
Part 3: Teacher Expectations
15. Teacher expectations: Considering implications for gender, mathematics and literacy
achievement, and student beliefs
Christine M. Rubie-Davies
16. Teachers’ gender-based expectations and stereotypes for student reading
Francesca Siems-Muntoni and Jan Retelsdorf
17. Gendered aspirations to study maths-intensive subjects: How perceived teacher
expectations matter in French-speaking Belgium
Doriane Jaegers, Dominique Lafontaine and Virginie Dupont
18. Teachers’ gendered STEM beliefs and their effects on student beliefs and achievement
Eddie Denessen and Ard Lazonder
19. Teacher expectations in a tertiary environment: The role of gender
Rajshree Gopala Krishnan and Christine M. Rubie-Davies
20. A systematic review on teachers’ stereotypical beliefs and expectations: Effects of the
intersectionality of students’ gender and ethnicity
Ineke M. Pit-ten Cate and Sabine Glock
21. Math and literacy anxiety, study major preferences, and expectancy effects
Sławomir Trusz
22. Expecting girls to do better in languages and boys to do better in maths? Not always: An
investigation of gender bias in teacher expectations in Chinese high schools
Shengnan Wang, Lifeng Hao, Mengnan Li, Lingling Fan, and Ya Li
Part 4: Synergies and Solutions
23. Identity safe classrooms
Becki Cohn-Vargas
24. Fostering inclusivity in higher education through identity safety cues: A practical guide
Kristina Howansky and Melanie Maimon
25. Promoting cognitive and affective dispositions through collaborative learning
Robyn M. Gillies
26. Cooperative learning for social and emotional learning as a transformative pedagogy
Ben Dyson and Seunghyun Baek
27. Exploring Students’ perspectives working in single and mixed-gender groups in
cooperative learning: A case study from Indonesia
Sari Karmina, Rod Philpot, and Ben Dyson
Part 5: Conclusion
28. Furthering Theory and Practice to Promote Gender Equitable Outcomes for Youth
Helen M. G. Watt
Biography
Penelope W. St J. Watson is a Senior Lecturer at the University of Auckland’s Faculty of Education and Social Work. Her research interests are gender stereotypes and identity, gendered self-beliefs and expectations, and gender stereotype threat. She centres her interest in gender within the social psychology of the classroom.
Christine M. Rubie-Davies is a Professor at The University of Auckland. Her research interests are teacher expectations and beliefs that moderate expectancy effects, notably for disadvantaged groups. Widely published, she is an elected Fellow of three organisations. In 2023, she was made a Member of the New Zealand Order of Merit.
Bernhard Ertl is full Professor at the Universität der Bundeswehr München. His research interests focus on factors that influence career decisions, persistence, and performance. His research roots are embedded in how learning with media research can implement support for students–and informing about gender stereotypes in the context of media.
“This handbook brings together the best to outline their research, discuss the links between the three big topics of gender, stereotype threat, and expectations, and provide directions for moving forward. The handbook is voluminous, rich in explanation, up-to-date in asking the right questions, vast in depth, and evidence-informed.”
John Hattie, Melbourne Laureate Professor Emeritus, Melbourne Graduate School of Education Chair, Board of the Australian Institute for Teaching and School Leadership.
“Researchers and practitioners have been gifted with a comprehensive and thought-provoking volume that examines three of the most important, timely, and challenging topics confronting contemporary education. This book should be on the “must-read” list for every educational researcher, aspiring or practicing teacher, or concerned citizen who wants to understand how teachers’ beliefs about gender, stereotype threats, and their expectations of students shape the learning environment for better or for worse.”
Patricia Alexander, Distinguished University Professor, University of Maryland College Park.
