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Menstruation remains surrounded by taboo and symbolic violence for many adolescents and young women today, and it is urgent to identify existing stereotypes. The objective was to validate a Spanish-language instrument to assess perceptions, false beliefs, gender stereotypes, fears, and taboos surrounding menstruation in nursing women's studies. A cross-sectional study for psychometric validation of the METCON© scale (22 item version) was assessed in a cohort of 401 female nursing university students (2016–2019), assessing the psychometric properties in terms of internal consistency and structural validity. Furthermore, an invariance analysis was conducted to discern structural disparities before and after studying the subject of gender and health. The METCON© scale showed acceptable internal consistency scores measured by Cronbach's alpha. Exploratory factor analysis indicated a structure of six factors which explained 60.50% of the total variance with a total of 19 items. Reliability analysis indicated adequate internal consistency (α = 0.613). Confirmatory factor analysis showed adequate values, confirming this structure. The invariance analyses identified that the structure remained adequate when evaluated before and after studying the subject of gender and health. Once validated, this instrument could serve as a valid and reliable tool for comprehensively examining perceptions, beliefs, and myths surrounding menstruation, addressing not only biological but also social and cultural aspects. [ABSTRACT FROM AUTHOR]

Definition: The "Pink Tax" refers to charging higher prices for products and services marketed primarily to women compared to similar or identical items targeted at men, despite comparable production costs. This research uses Unilever as a case study to focus on the impact of the Pink Tax on women's purchasing power, particularly within the personal care industry. The study provides a comprehensive overview of the Pink Tax's evolution, key research findings, public responses, and regulatory measures to address this issue. By synthesising existing research and case studies, this paper highlights the economic burden imposed on women and the reinforcement of gender stereotypes through market practices. The study underscores the need for equitable pricing mechanisms and informed consumer advocacy to rectify the economic disparities exacerbated by the Pink Tax. [ABSTRACT FROM AUTHOR]

This study explores the motivations, choices, and constraints shaping tourism behavior among transgender individuals living in Italy. Employing a mixed-methods approach, the research begins with quantitative data collection and analyses, followed by qualitative insights to uncover the multifaceted reasons that drive transgender individuals to engage in tourism. These motivations range from seeking personal authenticity to cultural exploration and community connection. This study also examines the intricate interplay of choice and constraint in shaping transgender travelers' tourism experiences, highlighting the challenges they face and the strategies they use to cope with the obstacles they face within the tourism context. Given Italy's persistent stereotypes and prejudices against gender and sexual minorities, this research provides a critical examination of the intersectionality of gender identity and tourism within a challenging cultural and legal landscape. The findings contribute to a deeper understanding of transgender travelers' tourism experiences and offer valuable implications for industry stakeholders, policymakers, and scholars. By amplifying the voices of Italian transgender travelers, this study aims to foster greater inclusivity and recognition of their diverse needs and experiences within the tourism sector. [ABSTRACT FROM AUTHOR]

Dating violence (DV) is a form of intentional abuse carried out in young couples, which over the years has increasingly gained attention for its pervasiveness and high frequency. The present study represents an effort to expand and deepen the literature on factors associated with DV perpetration. The sample consisted of 225 Italian young people who completed an online survey. A model was tested, in which DV perpetration is affected by the presence of gender stereotypes and personal values oriented to power and dominance (i.e., self-enhancement) and to universalism and interest in others (i.e., self-transcendence) through the mediation of the perception of the romantic relationship quality, controlling for age. Sex was also considered in the model. The findings showed that self-enhancement and self-transcendence were, respectively, linked positively and negatively to a negative perception of the relationship quality, which in turn explained DV perpetration. The results also suggested that hostile sexism, self-enhancement and being male were directly linked to DV perpetration, thus representing potential risk factors for it. The study suggests the importance of working on gender role beliefs and personal orientation to power, which guide the way people perceive their romantic relationships and behave toward their partners, providing interesting insights for the implementation of DV prevention programs. Moreover, the findings highlight the importance of working with families and other educational agencies to foster a change in cultural terms. [ABSTRACT FROM AUTHOR]

The study aims to understand university students' perceptions of stereotypes in foreign language learning in Cyprus, a multilingual and multicultural island. The goal is to comprehend how stereotypes impact foreign language education, enabling educators to tailor teaching environments and methodologies accordingly. The research question probes the extent and the influencing variables of stereotypes held by students in Cyprus during their language learning journey. This quantitative descriptive study involved 832 students from various faculties of a private North Cyprus university during the 2021–2022 academic year. A sample of 550 students, comprising 269 males and 281 females, was randomly selected. The stereotyped thought scale for a foreign language, a tool developed by Ünal in 2015 with 42 items across 8 sub-dimensions, was employed to gauge students' stereotypical thoughts. The study's results revealed an average score of 2.99 out of 5 on the scale, indicating that students' stereotyped thinking falls within the average range. Notably, several variables, including gender, age, education, family, and language proficiency, significantly influence the stereotypes students hold during their language learning process. [ABSTRACT FROM AUTHOR]

This study investigates the impact of math-gender stereotypes on students' academic performance using data from the China Education Panel Survey (CEPS), which surveyed nationally representative middle schools in China. Our sample comprises over 2000 seventh-grade students, with an average age of 13 and a standard deviation of 0.711. Among these students, 52.4% are male, and 47.6% are female. Employing a fixed effects model and instrumental variable, our findings are as follows. First, over half of the male students believe that boys are better at math than girls, and they also perceive that their parents and society hold the same belief. In contrast, fewer than half of the female students hold this belief or perception. Intriguingly, among these students, female math performance surpasses that of males. Second, stereotypes hinder female math performance, especially among low-achieving ones, while benefiting high-achieving male students. Finally, perceptions of societal stereotypes have the greatest effect on math performance, followed by self-stereotypes and perceptions of parental stereotypes. Understanding the implications of these findings highlights the importance of addressing math-gender stereotypes to promote equal participation and success for both genders in STEM fields. [ABSTRACT FROM AUTHOR]

Due to the wide adoption of digital voice assistants (DVAs), interactions with technology have also changed our perceptions, highlighting and reinforcing (mostly) negative gender stereotypes. Regarding the ongoing advancements in the field of human–machine interaction, a developed and improved understanding of and awareness of the reciprocity of gender and DVA technology use is thus crucial. Our work in this field expands prior research by including a nonbinary voice option as a means to eschew gender stereotypes. We used a between-subject quasi-experimental questionnaire study (female voice vs. male voice vs. nonbinary voice), in which n = 318 participants provided feedback on gender stereotypes connected to voice perceptions and personality traits. Our findings show that the overall gender perception of our nonbinary voice leaned towards male on the gender spectrum, whereas the female-gendered and male-gendered voices were clearly identified as such. Furthermore, we found that feminine attributes were clearly tied to our female-gendered voice, whereas the connection of masculine attributes to the male voice was less pronounced. Most notably, however, we did not find gender-stereotypical trait attributions with our nonbinary voice. Results also show that the likability of our female-gendered and nonbinary voices was lower than it was with our male-gendered voice, and that, particularly with the nonbinary voice, this likability was affected by people's personality traits. Thus, overall, our findings contribute (1) additional theoretical grounding for gender-studies in human–machine interaction, and (2) insights concerning peoples' perceptions of nonbinary voices, providing additional guidance for researchers, technology designers, and DVA providers. [ABSTRACT FROM AUTHOR]

The aim of this study is to identify women's perceptions of the main reasons for discrimination at work. Furthermore, the aim is to analyse the effects of public working time policies on gender equality and their impact on discrimination at work and on women's career paths. This article presents a framework for the topic through an analysis of documents and literature, as well as an exploratory study carried out in Portugal. Working time policies since 2011 in Portugal are examined and through an empirical study, the impact of overtime on women's work and careers is analysed. The documentary analysis carried out in Portugal shows the difficulties women face in reconciling work with family and personal life. While most studies focus on job satisfaction and women's willingness to work long hours for better career progression, this paper examines gender discrimination at work associated with working time policies. Gender equality and women's empowerment are among the goals set by the 2030 Agenda for Sustainable Development. This study, based on a survey completed by female employees, concludes that women feel discriminated against in their careers due not only to the persistence of gender stereotypes but also to long working hours. Studying women's perceptions of the reasons for discrimination at work, as well as the relationship between working time and equality at work, can be important for understanding the under-representation of women in leadership positions and can help enrich public policies in this area. [ABSTRACT FROM AUTHOR]

Gender gaps in spatial skills—a domain relevant to STEM jobs—have been hypothesized to contribute to women's underrepresentation in STEM fields. To study emerging adults' beliefs about skill sets and jobs, we asked college students (N = 300) about the relevance of spatial, mathematical, science and verbal skills for each of 82 jobs. Analyses of responses revealed four job clusters—quantitative, basic & applied science, spatial, and verbal. Students' ratings of individual jobs and job clusters were similar to judgments of professional job analysts (O*NET). Both groups connected STEM jobs to science, math, and spatial skills. To investigate whether students' interests in STEM and other jobs are related to their own self-concepts, beliefs about jobs, and spatial performance, we asked students in another sample (N = 292) to rate their self-concepts in various academic domains, rate personal interest in each of the 82 jobs, judge cultural gender stereotypes of those jobs, and complete a spatial task. Consistent with prior research, jobs judged to draw on math, science, or spatial skills were rated as more strongly culturally stereotyped for men than women; jobs judged to draw on verbal skills were more strongly culturally stereotyped for women than men. Structural equation modeling showed that for both women and men, spatial task scores directly (and indirectly through spatial self-concept) related to greater interest in the job cluster closest to the one O*NET labeled "STEM". Findings suggest that pre-college interventions that improve spatial skills might be effective for increasing spatial self-concepts and the pursuit of STEM careers among students from traditionally under-represented groups, including women. [ABSTRACT FROM AUTHOR]

Mathematics anxiety, stemming from negative perceptions and feelings of tension among students, significantly impacts academic outcomes and attitudes at all ages, starting from Primary Education. Thus, this study aimed to investigate the existing scientific literature on mathematics anxiety in this context. A bibliometric analysis was developed using the Core Collection of the Web of Science database, resulting in 360 scientific publications. The distribution of publications by journal, institution, country, and authorship, as well as the temporal evolution of them and the co-occurrence of keywords, was analysed and visualised through the SciMAT and VosViewer software. Findings reveal a growing interest in mathematics anxiety within the scientific community, particularly concerning its correlation with gender stereotypes and students' mathematical perceptions at the primary level. Moreover, the distribution of publications highlights the United States as the primary contributor to this research, with a notable majority of distinguished female authors. [ABSTRACT FROM AUTHOR]

The development of critical thinking is essential to the treatment of gender perspective in Primary Education. For this reason, this study focused on determining the critical ability of primary students depending on gender, analysing the possible connections between the participants' breadth of thought and spelling competence. The methodology was based on a humanistic–interpretative ad hoc approach to categorical organisation. A total of 636 Primary Education students from the Region of Murcia (Spain) participated in a field activity in which they created a written composition based on a pretext that contained an image showing a controversial gender situation; this illustration incited a critical response in the creation of each story. The compositions were analysed individually and qualitatively using the Atlas.Ti software (v.8.4). The most relevant results appear to prove the higher critical ability of the girls who participated in this study, and additionally show connections with the spelling competence of these students. However, the critical thinking and spelling values shown were still far from what would be expected of a developed society. [ABSTRACT FROM AUTHOR]

Men who have sex with men are at increased risk of acquiring sexually transmitted infections. Although behavioral and contextual interventions have improved, infections are still spreading. A new focus is needed regarding the influence of sexual compulsivity and gender self-identification. The objective was to explore the relationship between SC and gender stereotype self-identification in MSM in Spain. A cross-sectional study based on an anonymous online survey of a sample of 881 MSM in Spain was performed. A validated Sexual Compulsivity Scale was applied as well as the Bem Sex Role Inventory to identify gender stereotype self-identification. A total of 87.5% of participants identified as gay, while 106 (12%) were sexually compulsive. The Bem Sex Role Inventory showed excellent reliability (0.92 Cronbach's alpha). Gender stereotype classification showed the undifferentiated category as predominant (n = 325; 36.9%). The androgynous category had higher scores on the Sexual Compulsivity Scale, while the feminine category had lower scores (p < 0.007). Those identifying as androgynous scored higher overall on the Sexual Compulsivity Scale (15; p < 0.001; [12–20]) and subscales ("Interference of sexual behavior" (5; p < 0.001; [4–7]) and "Failure to control sexual impulses" (9; p = 0.014; [7–12])). Education level, cohabitation, sexual role, and unprotected sexual practices are related to sexual compulsivity according to different gender stereotypes. Sexual compulsivity is related to gender stereotype self-identification in men who have sex with men. Specific sociodemographic, behavior, and sexual profiles exist for those at greater risk of sexually transmitted infection dissemination. The undifferentiated category is at greater risk of engaging in unprotected practices. New avenues of prevention that include these findings could shift heteronormative standards to better understand current trends in the sexual health of men who have sex with men. [ABSTRACT FROM AUTHOR]

Women's representation in Science, Technology, Engineering and Mathematics (STEM) is a powerful resource to motivate girls to study STEM degrees and fulfill the growing demands for professionals in these fields. From their youth, positive attitudes toward mathematics are characteristic of girls and boys who study STEM degrees. This research aims to identify the association between gender stereotypes and attitudes toward mathematics. The 6° grade generation from a middle school in Monterrey, Mexico, first answered tests on attitudes toward mathematics and gender stereotypes in mathematics. Afterwards, a sample group underwent a 4-week intervention during which students saw videos of STEM professionals and answered a questionnaire on student's self-perception in STEM careers. Finally, the tests were reapplied with a questionnaire on the use and ease of mathematics. Quasi-statistical and discourse analysis were used to obtain the results. These are presented through a model that highlights the mediating role that the mathematical self-concept and the interest/enjoyment for mathematics have in the association between gender stereotypes and attitudes toward mathematics. The role of gender on female's lower mathematical self-concept is also exposed, suggesting subsequent lines of research on improving self-concept as an approach to equitably increase students' interests in STEM degrees from their youth. [ABSTRACT FROM AUTHOR]

In the academic world, there are also gender inequalities, which are especially visible in certain masculinized STEM areas, such as physics and mathematics. An essential factor in correcting these inequalities is the involvement of men, who should act as "allies" in the university setting. Likewise, as the literature shows us, we must offer models with gender-incongruent roles to break down stereotypes and promote non-traditional behaviors. However, to date, these actions have been especially directed toward women, who generally do not hold power and therefore have less possibility of promoting change. For the first time, this work compiles, in a single document, important male physicists and mathematicians who acted as allies of women throughout history. These examples can be presented to provide male references in the teaching of physics and mathematics at university (and high school). With this initiative, we intend to contribute to incorporating the gender perspective in university teaching, since, in practice, university professors are unaware of references of alternative masculinities in the academic world. We hope that this article will be the seed to recover hidden male allies in these and other scientific fields. This can help break down stereotypes, and contrary to previous actions, this work is especially directed toward men. [ABSTRACT FROM AUTHOR]

Starting early in life, children, especially girls, experience obstacles when it comes to developing an interest in STEM. Although early childhood (EC) educators face an important task in promoting girls (and boys) in STEM, they often face challenges in doing so. Therefore, it is crucial for EC educators to cultivate positive attitudes, self-concepts, and STEM skills. To address these identified issues, a three-month professional development program was created for EC educators. This professional development program was evaluated using a pre–post design with a focus on the self-concept and gender stereotypes of EC educators. The program involved 30 female EC educators in evaluating these aspects. The statistical analyses show positive results in enhancing educators' self-concepts and reducing gender stereotypes over the course of this professional development program. The results suggest the potential of the blended learning design in this professional development program and indicate that this program could serve as a promising model for future interventions. [ABSTRACT FROM AUTHOR]

By immediately responding to achievement progress data, teachers can improve students' performance by using curriculum-based measurement. However, there are studies showing that teachers are prone to make biased judgments about the students providing the data. The present investigation experimentally examined whether pre-service teachers in Germany were biased by the use of gender stereotypes when judging students' achievement derived from progress data. N = 100 pre-service teachers received graphs that depicted the development of either oral reading fluency or math achievement of girls and boys over a time interval of 11 weeks. The results obtained confirmed the hypotheses partially. The participants did not favor girls over boys on average. However, they judged achievement in reading to be higher for girls than for boys, and math achievement to be higher for boys than for girls. The results suggest that gender stereotypes (boys are good at math, girls are good at reading) are still prevalent in pre-service teachers. [ABSTRACT FROM AUTHOR]

While most industry sectors in the Australian workforce have consistently improved regarding the participation of women, the construction industry remains an exception. Despite multiple gender equality initiatives and regulations at all levels of the Australian Government, the proportion of women employed in the construction industry has steadily declined. In 2020, only 1% of the trades and technician positions in the Australian construction industry were filled by women. In this qualitative study, interviews were undertaken with 43 women working in trades and semi-skilled roles to identify the varying types of gender biases experienced by women and the resultant harms that these biases create. Biases consisted of challenges to credibility; characteristics of the work environment comprising support, amenities, conditions of employment, career development, and access to meaningful work; gender stereotypes about women's work roles; and objectification. Each of these biases has a cumulative impact on women, leading to systemic and structural discrimination. The implications and suggestions for strategies to address biases are discussed, including the need for structural interventions to create epistemic justice and recognition for women working in construction. [ABSTRACT FROM AUTHOR]

Serious games (SGs) provide an opportunity to address social issues in an interactive environment that is particularly appealing and engaging for school-aged children. Gender stereotypes are one of the most prevalent gender-related issues in current society. Stereotypes appear at early ages and are a global problem, even if they are particularly prevalent in certain cultures and countries. This paper presents an early acceptance evaluation of Kiddo, a serious game, to address gender stereotypes in Mexico. The game has been designed to address four of the main gender stereotypes still present in children in Mexico, and it is intended to be used in classes by teachers to provide a common experience for the class and to start a discussion about gender stereotypes. The evaluation was carried out with a prototype of the game and consisted of two separate stages. First, we verified both the usability of the game and its acceptance with a sample including teachers and gender experts (10 participants). Second, we carried out a complete formative evaluation with teachers (32 participants) who will oversee the later application of the game to ensure their acceptance of the game as a tool to use in their classes. The initial results of both usability and acceptance questionnaires are promising and have provided a useful insight into the strengths and areas of improvement for the game, and they are being incorporated into the final version of Kiddo. Besides improving the game, these results are additionally being used to better understand teachers' perspectives and enrich the companion teacher pedagogic guide to simplify the game application in the classroom. [ABSTRACT FROM AUTHOR]

Given the emergence of the Ram Janmabhoomi Movement in the early 1990s, a group of female ascetics and sadhvis displayed tendencies of eschewing conventional gendered images and reinforcing the ideals of virtuous motherhood and female warriorhood in an effort to establish women's alternative authority in the public and private domains. In order to galvanise women's participation in the public sphere, these sadhvis allowed women to assume roles that would otherwise be reserved for men on the grounds that men are no longer living according to their dharma. In reality, the sadhvis were reorganising the feminine space within a predominately masculine Hindutva movement by recommending a level of politicisation of women's private responsibilities in the public sphere with a distinctive articulation of particular gender stereotypes. Taking into account these factors, my aim in writing this essay is to examine the ramifications of the agency and authority that these sadhvis achieved while actively participating in the Hindutva movement. This paper also aims to find out which types of approaches they employed to address the conflicts between conventional womanhood, asceticism, and heroic femininity in the arena of public life. [ABSTRACT FROM AUTHOR]

Despite societal efforts toward enhancing gender equality, females are still underrepresented in STEM (science, technology, engineering, mathematics). Prominent explanations draw on gender differences in attitudes about STEM (with females holding more negative attitudes than males), which result from the gender stereotype that STEM is a male domain. While a lot of research has focused on explicit attitudes, little is known about implicit attitudes toward STEM. The present research sought to examine implicit attitudes among adolescents, and how they relate to other STEM cognitions. We measured implicit attitudes about the STEM concept as a whole, and about math in particular. For this purpose, we developed two Brief Implicit Associations Tests (BIATs) and administered them online in a sample of adolescents (N = 517). We additionally measured a variety of self-reported motivational and social-psychological variables (interest, aspiration, self-concept of ability, and sense of belonging to the math and STEM community, respectively), which previous research has identified as factors contributing to the gender gap in STEM participation. Our findings confirm the reliability and validity of both the STEM BIAT and the Math BIAT. Moreover, implicit STEM attitudes predicted interest in and aspiration for STEM, self-concept of STEM ability, and sense of belonging to the STEM community. Similarly, implicit math attitudes predicted interest in and aspiration for math, and sense of belonging to the math community (but not self-concept of math ability). Our findings confirm that our novel online BIATs are efficient measurement tools of implicit attitudes in adolescents. Moreover, our findings underscore the significance of implicit attitudes in the STEM domain. [ABSTRACT FROM AUTHOR]

Though adults tend to endorse the stereotype that boys are better than girls in math, children tend to favor their own gender or be gender egalitarian. When do individuals start endorsing the traditional stereotype that boys are better? Using two longitudinal U.S. datasets that span 1993 to 2011, we examined three questions: (1) What are the developmental changes in adolescents' gender stereotypes about math abilities from early to late adolescence? (2) Do the developmental changes vary based on gender and race/ethnicity? (3) Are adolescents' stereotypes related to their math motivational beliefs? Finally, (4) do these patterns replicate across two datasets that vary in historical time? Adolescents in grades 8/9 and 11 were asked whether girls or boys are better at math (n's = 1186 and 23,340, 49–53% girls, 30–54% White, 13–60% Black, 1–22% Latinx, and 2% to 4% Asian). Early adolescents were more likely to be gender egalitarian or favor their own gender. By late adolescence, adolescents' stereotypes typically shifted towards the traditional stereotype that boys are better. In terms of race/ethnicity, White and Asian adolescents significantly favored boys, whereas Black and Latinx adolescents were more likely to endorse gender egalitarian beliefs. Adolescents' stereotypes were significantly related to their expectancy beliefs, negatively for girls and positively for boys. [ABSTRACT FROM AUTHOR]

Perceptual sociophonetic work on Guatemalan Spanish has demonstrated that listeners are more likely to link male voices with traditional Maya clothing, the traje típico, when their speech includes features of Mayan-accented Spanish. However, as Maya women are more likely than men to wear the traje típico, this matched-guise study investigates native Guatemalans' perceptions of Mayan-accented Spanish produced by female voices. The results demonstrate that guises with features of Mayan-accented Spanish were more likely to have traje típico as a response than guises without these features. When compared to the previous studies with male-voiced guises, the findings suggest an interaction between gender and Mayan-accented Spanish. Traje típico responses were more common for female-voiced guises than male-voiced guises and occurred at the highest rate among female-voiced guises with features of Mayan-accented Spanish. Thus, gendered and cultural practices are reflected in the indexical fields of Mayan-accented Spanish in Guatemala, regardless of the gender or ethnicity of the listener. That is, the visual body–language link is significantly more essentialized for the identity of a woman than for the identity of a man in Guatemala, suggesting that gendered stereotypes, language ideologies, and embodied practices mutually reinforce one another in the collective consciousness of the region. [ABSTRACT FROM AUTHOR]

Large language models and generative AI, such as ChatGPT, have gained influence over people's personal lives and work since their launch, and are expected to scale even further. While the promises of generative artificial intelligence are compelling, this technology harbors significant biases, including those related to gender. Gender biases create patterns of behavior and stereotypes that put women, men and gender-diverse people at a disadvantage. Gender inequalities and injustices affect society as a whole. As a social practice, gendering is achieved through the repeated citation of rituals, expectations and norms. Shared understandings are often captured in scripts, including those emerging in and from generative AI, which means that gendered views and gender biases get grafted back into social, political and economic life. This paper's central argument is that large language models work performatively, which means that they perpetuate and perhaps even amplify old and non-inclusive understandings of gender. Examples from ChatGPT are used here to illustrate some gender biases in AI. However, this paper also puts forward that AI can work to mitigate biases and act to 'undo gender'. [ABSTRACT FROM AUTHOR]

Currently, the number of job offers in STEM careers (Science, Technology, Engineering and Mathematics) is growing up, but by contrast, the number of graduates in these fields is decreasing, particularly women graduates. Consequently, if we do not promote the training of women in STEM careers, the gender gap, far from narrowing, will continue to widen. This paper presents the research carried out in the ALAS project (Accompanying girLs towArds STEM careers), which consists of an experimental analysis based on a multi-model study to discover the possible causes of this low participation of women in STEM fields. The models used are the (1) expectancy–value theory of motivation, (2) social role theory, and (3) gender stereotypes theory. Additionally, participatory workshops have been carried out, with the aim of capturing the students' reactions when they are introduced to STEM practices. The surveyed target groups range from primary education groups up to university graduates and enterprise employees, including both students and teachers. The obtained results show that there are still social patterns that make young people differentiate certain types of activities based on gender, especially at secondary school age. Nevertheless, the findings reveal that beyond the three studied models, a key factor in young people's decision to be enrolled in STEM careers is their educational environment. [ABSTRACT FROM AUTHOR]

This article reports a representative quantitative and qualitative study covering the entire territory of Bulgaria, related to the analysis of stereotypes regarding male and female roles in the family and in the society. The results of the study indicate that the factor "age" is significant in relation to attitudes towards the social roles of men and women in the modern family, including in relation to domestic violence. The interpretation of the results enabled the formulation of justified conclusions related to changes in attitudes towards the roles of men and women in a dynamic way. The hypothesis was proven that the tensions between them can be more easily overcome through appropriate differentiated measures tailored to the different age groups. [ABSTRACT FROM AUTHOR]

Reducing gender bias in STEM is key to generating more equality and contributing to a more balanced workforce in this field. Spatial ability and its components are cognitive processes crucial to success in STEM education and careers. Significant gender differences have consistently been found in mental rotation (MR), the ability to mentally transform two- and three-dimensional objects. The aim of this pilot study is to examine factors in psychological assessment which may contribute to gender differences in MR performance. Moreover, findings will inform the development of the new approaches to assessment using computer adaptive testing (CAT). (1) Background: The study examines the impact of emotional regulation on MR performance in primary school children whose mean age was 9.28 years old. (2) Methods: Skin conductance was measured to assess the impact of emotional reactivity (ER) on performance during an MR task. (3) Results: Patterns of ER influence response time (RT) on specific items in the task. (4) Conclusions: Identifying the effects of emotional arousal and issues of test construction such as stereotyped stimuli and item difficulty in tests of spatial ability warrants ongoing investigation. It is vital to ensure that these factors do not compromise the accurate measurement of performance and inadvertently contribute to the gender gap in STEM. [ABSTRACT FROM AUTHOR]

A part of diversity management is working to achieve gender equality and create a comfortable working environment for women. However, in many organizations, gender biases and stereotypes frequently occur, consciously or unconsciously, regardless of whether women take on leadership roles. In addition, women must overcome a variety of challenges when taking on leadership roles or aspiring to become leaders. Based on the above background, we review and integrate the literature on management and career studies related to the challenges that women face in the process of advancing to leadership positions in organizations. Specifically, we examine the external and internal factors that create the various obstacles that women who aspire to leadership positions in structured organizations face from a gender perspective. Based on the integrative review, we discuss the implications for practices to increase the number of female leaders. [ABSTRACT FROM AUTHOR]

Over recent years, socio-political discourse has been full of language aimed at reaching gender equality. This is a complex goal that should address the underlying bases of inequality—gender stereotypes that continue to legitimize unequal consideration and treatment. It is also a reality that universities are not exempt from. The objective of this study was to analyze university students' stereotyped beliefs and look at the differences based on self-identified gender and branch of knowledge. The analysis looked at a sample of 3433 university students (67.9% women), aged between 17 and 56 (M = 18.95; SD = 2.35) and reported low rates of prevalence of stereotyped beliefs, with significantly higher means in men and in engineering students. The survival of gender stereotypes in a population who were born and raised in a legally egalitarian society points to the importance of education programs aimed at university teachers that would give them the capacity to incorporate a gender perspective in all disciplines, especially those disciplines reporting greater adherence to stereotyped beliefs. [ABSTRACT FROM AUTHOR]

This article presents the results of a study conducted on a sample of students at a techno-logical university in western Mexico, in which the aim was to identify a possible relationship between the presence of male chauvinistic behaviors and complex thinking. The argument that motivates this analysis focuses on the assumption that a person with high levels of complex thinking should have a more integrated vision of the capabilities of people beyond their gender, as well as a tendency to question, from a critical point of view, the possible stereotypes rooted in their environment. This article describes the study, its methodology, analyses, results, and the conclusion that high levels of complex thinking result in lower levels of male chauvinistic attitudes. Although it is recognized that this work is not exhaustive, its results are valuable for further educational, social, and gender studies research. [ABSTRACT FROM AUTHOR]

Gender stereotypes are often involved in language comprehension. This study investigated whether and to what extent their processing is under strategic control, by examining both proportion and order effects related to gender stereotypes for role nouns. We manipulated stereotypical gender consistencies, as in "Li's daughter/son was a nurse...", the relative proportions of gender-consistent and gender-inconsistent sentences (80%:20% and 50%:50% for high-proportion and equal-proportion sessions, respectively), and a between-participant factor of session order (high-proportion sessions preceding equal-proportion sessions and a reversed order for the high–equal and equal–high groups, respectively). Linear mixed-effect models revealed a larger N400 and a larger late negativity for stereotypically inconsistent compared to consistent sentences for the high–equal group only. These results indicate that even if sentence contexts have already determined the gender of target role characters, gender stereotypes for role nouns are still activated when the first half of the experiment facilitates their activation. The analyses of trial-by-trial dynamics showed that the N400 effects gradually decreased throughout equal-proportion sessions for the equal–high group. Our findings suggest that the processing of gender stereotypes can be under strategic control. In addition, readers may develop other strategies based on sentence contexts, when the processing strategy based on cue validity is not available. [ABSTRACT FROM AUTHOR]

Sexism is a widespread form of gender discrimination which includes remarks based on gender stereotypes. However, little is known about the neural basis underlying the experience of sexist-related comments and how perceptions of sexism are related to these neural processes. The present study investigated whether perceptions of sexism influence neural processing of receiving sexist-related comments. Participants (N = 67) read experimental vignettes describing scenarios of comments involving gender stereotypes while near-infrared spectroscopy recordings were made to measure the hemodynamic changes in the prefrontal cortex. Results found a significant correlation between participants' perceptions of sexism and brain activation in a brain cluster including the right dorsolateral prefrontal cortex and inferior frontal gyrus. There was a significant gender difference where female participants showed a stronger negative correlation compared to male participants. Future research can expand on these initial findings by looking at subcortical structures involved in emotional processing and gender stereotype application as well as examining cultural differences in perceptions of gender stereotypes and sexism. [ABSTRACT FROM AUTHOR]

This study investigated how local gender stereotype information interacts with discourse context during Chinese discourse reading. Event-related potentials were recorded while participants read two-sentence discourses, in which the first sentence provided the discourse context that either introduced a gender stereotype-countering attitude towards roles, such as "One should strive for the target job, and getting a job should not be restricted by gender"., or was neutral. The second sentence contained the critical clause in which the stereotypical gender of the object noun (a role name) was either consistent or inconsistent with the gender specified by the head noun (a kinship term) of the subject noun phrase, as in "Li's [daughter/son] became a nurse...". The object nouns elicited a larger N400 and a larger late negativity (LN) for the inconsistent compared to the consistent conditions in the neutral contexts. Crucially, when the discourse context offered information countering gender stereotypes, both the N400 and LN effects were reversed, with the negativities being smaller for the inconsistent compared to the consistent conditions. The reversal of the N400 effects suggests that discourse contexts can immediately override the processing of gender stereotypes, and thus readers compute discourse context and local pragmatic information simultaneously during discourse reading. [ABSTRACT FROM AUTHOR]

The 2018 municipal elections in Tunisia were the first to be held after the 2011 Arab Spring revolution. A new 2017 law required gender parity on electoral lists, even for positions at the top of those lists. However, women were wary of being thrust into the political fray, and many felt they were being tokenized. What is the possibility of a new generation of female politicians emerging in such a context? To uncover the factors and motivations behind the transition from non-participation to participation, I interviewed six women candidates of different political parties and conducted a focus group with eight Tunisian women who professed to be "not interested in politics". Compulsory gender parity might foster women's political participation in quantitative terms, but qualitatively, especially with the tokenizing male practice of nominating women candidates and expecting their "docile compliance," this policy effectively maintains and reinforces gendered stereotypes about political competence. My findings show that women move back and forth across the spectrum from "high participation" to "politically disengaged". Furthermore, their relationship to political participation is best described as a cyclical process marked by punctual commitments and which can be hindered by internal and external factors or periods of hibernation. [ABSTRACT FROM AUTHOR]

This study aimed to design and validate an instrument as a guideline for classroom observation and analysis of teaching–learning process in mathematics. The instrument considers 3 dimensions and 16 subdimensions with a gender perspective. A content validity process by eight expert judges is presented, built from a dialectical work between theory and empirical evidence from more than 100 classes observed and recorded on video from 19 educational centers. The degree of agreement between experts was determined with Fleiss Kappa and Kendall coefficients. Experts' judgement scored each dimension from 1 to 3. Globally, an almost perfect strength of agreement was obtained in 6 of 16 dimensions with x - > 2.5 , and in the other 10 dimensions, a strength of agreement was obtained between moderate and almost perfect, 2,14 ≤ x - ≤ 2,5 . Fleiss Kappa coefficients were highest in relevance and clarity, κ = 0.425, 95% CI [0.344, 0.506], p < 0.001 and, κ = 0.461, 95% CI [0.375, 0.548], p < 0.001, respectively. Moreover, the degree of clarity, coherence, sufficiency, and relevance was statistically moderately agreed upon in their assessments, with an overall Kendall's W = 0.489, p < 0.001. [ABSTRACT FROM AUTHOR]

In recent decades, marked by the supposedly universal access to different types of social media, we have seen the emergence of forms of popular feminism embedded in complex dynamics. Often cohabiting in these dynamics are ambivalent ideas and imaginaries that both reject and express feminist issues. Particularly during the COVID-19 pandemic, the use of digital technologies increased exponentially to overcome mobility constraints, popularizing connective action around feminism and, at the same time, reinforcing normative views of society. This article explores these ambivalences by focusing on TikTok discourses, whose popularity grew intensely during the pandemic. Departing from a feminist constructionist perspective and using content analysis, we examine the 100 most prominent videos on the Portuguese hashtags #feminismo (#feminism) and #antifeminismo (#antifeminism) in the period corresponding to general containment measures in the second phase of the public health crisis. The results are less than encouraging. Over half of the analysed videos contain discursive dynamics conforming to social hierarchization (53%), often reaffirming gender stereotypes. By allowing forms of popular feminism and antifeminism to permeate the shared discourses, the results suggest that the platform gives rise to ideas and discourses that reify unbalanced power relations. [ABSTRACT FROM AUTHOR]

This study consisted of a content analysis of parenting portrayals in the 40 most popular Portuguese male and female content producers on YouTube and Instagram, on a sample of content published in 2019. Female creators give disproportionately greater attention to parenting and are the ones depicting everyday labor related to it, whereas male creators show themselves as fathers in happy and fun moments. By way of their popularity and visibility on social media platforms, and as supported by the social media platforms and advertising realms, celebrities and influencers are amplifying the traditional division of parenting labor through the mechanisms of a postfeminist, hyper-individualistic discourse emphasized by female influencers and celebrities, and of humoristic content that confirms gender stereotypes without social punishment, deployed by entertainment personalities, both male and female. [ABSTRACT FROM AUTHOR]

In recent years, the sustainability of the planet has been undermined. Education is the basis for raising awareness and is the engine for achieving attitudinal change among citizens. In terms of the social dimension, gender inequality is increasing, with it being common among children, and co-education aims to address this. Likewise, physical activity favors education and gender issues. Therefore, studying how physical education (PE) affects gender stereotypes can be analyzed in depth. This research analyzed whether a co-educational PE intervention improved students' gender beliefs, eliminated inequalities in universal education, and promoted women's full participation. For this purpose, 91 primary school pupils (42 females) completed the research. The mean age was 11.5 ± 0.7 years. A quasi-experimental, pre–post study was carried out with a control group and an experimental group. The sample was distributed by convenience among the pupils, using two instruments already used in other research studies: attitudes towards gender equality among primary school pupils and data collection on the internalization of gender stereotypes. For three weeks, the experimental group carried out a didactic intervention of four sessions of "Colpbol", among others. In turn, the control group followed the PE sessions without methodological variations. To analyze the normality of the results, the Shapiro–Wilk test was used and was confirmed to be non-parametric. To measure the effect of the intervention, the Mann–Whitney and Wilcoxon U tests were used. The statistics showed that the improvement in the experimental group was slightly more significant than in the control group after the intervention, with a significance of 0.022 for the social behavior variable, with a significance of 0.05. These results show the relationship between PE, sustainable development, and gender equality, linking to SDG 4 and 5 and contributing to targets 4.5 and 5.5. [ABSTRACT FROM AUTHOR]

The importance of achieving an inclusive education to ensure parity and equality between genders is a worldwide challenge. Consequently, it is essential to rethink the various places and spaces within the school environment where gender inequalities are produced. Physical education is one of these spaces which has been identified as a problematic area in the literature. In order to address this issue and respond to the needs identified in the research, this systematic review presents action initiatives aimed at applying certain teaching strategies highlighted in the study. The PRISMA method was used to review 274 studies which explore this topic at various levels of education, emphasizing the need for coeducational teaching of physical education and the necessity of proposing motivational tasks for both sexes. In particular, results show that some studies have focused on the need for physical education teachers to be aware of potential gender-biased structures when developing curricula, approaches and materials. Other research has highlighted that in order for physical education classes to be inclusive, equitable opportunities must be provided for all students to participate. In addition, strategies should be implemented which promote positive attitudes towards physical activity by addressing any underlying gender stereotypes and by breaking down traditional boundaries that exist between genders. In conclusion, this systematic review has identified a number of teaching strategies which could help teachers create an equitable learning environment within physical education classes. This could subsequently lead to greater success in achieving an inclusive education which promotes parity and equality between genders. [ABSTRACT FROM AUTHOR]

Gender is one of the important social determinants of health known to be highly associated with health status. Despite the importance of gender awareness, it has not been addressed and researched in the Arab region, including Palestine. This study aimed to contextualize an Arabic version of the Nijmegen Gender Awareness in Medicine Scale (N-GAMS) and to assess the level of gender awareness and its associated factors among primary health care providers. The N-GAMS tool was translated and adapted through a gender expert consultation and a focus group discussion. Then, it was administered online to a sample of primary health care general physicians and nurses of all health care providing actors in Ramallah and al-Bireh Governorate. The reliability of the N-GAMS subscales using Cronbach's alpha (α) was 0.681 for the gender sensitivity (GS) scale (9 items), 0.658 for the gender role ideology towards co-workers (GRIC) scale (6 items), and α = 0.848 for the gender role ideology towards patients (GRIP) scale (11 items). The results showed that participants had scored near the midpoint of the gender sensitivity subscale (M = 2.84, SD = 0.486). They also expressed moderate gender stereotypes towards patients (M = 3.11, SD = 0.624), where females held lower stereotypical thinking. Participants also expressed low to moderate stereotypes towards co-workers (M = 2.72, SD = 0.660) and females expressed less stereotypical thinking compared to males. Furthermore, the participant's age had some effect on the outcome, specifically on the GRIP subscale, while gender was associated with both GRIP and GRID subscales. The rest of the social and other variables showed no association with the gender awareness subscales. This study adds to our understanding of gender awareness. Further tests are required to confirm the psychometric qualities of the instrument. [ABSTRACT FROM AUTHOR]

This research analyzes the discourse of the Chilean State Program: "Chile Crece Contigo", a program aimed at supporting the upbringing of children. We wonder about representation in the discourses of family and parenting, especially regarding LGBTIQ+ families. To do this, we compiled the materials available on the program website, which are particularly directed at the sphere of family and parenting. We carry out a documentary analysis, based on an approach to the post-structuralist analysis of public policy to identify how and what is the representation of the problem that public policies seek to solve. The results show only heteronormative perspectives to understand families, where sexual diversity within its constitution is almost invisible. At the same time, the exercise of parenting is represented as a materialization of sexist practices that reproduce stereotypes roles. Thus, this reinforces the idea that heteronormativity establishes an articulating axis of public policy that regulates the life of the subjects, maintaining differentiating parameters regarding the consideration of an expected behavior in society based on sex/gender. It is concluded that gender stereotypes supported by heteronormative models cause the marginalization of a significant percentage of families that do not fit into the imaginary of public policies under these heteronormative models, such as LGBTIQ+ families. [ABSTRACT FROM AUTHOR]

Contrary to what might be expected, portrayals of women architects in films can be found as far back as the early decades of the twentieth century. In this article, the authors review a few films released between 1912 and 1943 in which one of the characters is a woman architect, focusing on three of them: Dr. Monica (1934), Woman Chases Man (1937) and The Lamp Still Burns (1943). The article explores the ways in which architecture was used by screenwriters and directors as a suitable vehicle to portray the 'new woman', as well as the conflicts that arise when a woman practices a traditionally male profession. It analyses the differences and limitations of these depictions, and the stereotypes regarding femininity that permeated these works of fiction. [ABSTRACT FROM AUTHOR]

Interest in the situation of women scientists has increased in recent years. Scientific institutions and governmental authorities have launched initiatives to promote science as a vocation among women. Within this context, the effort made by the media in disseminating role models is of vital importance. The aim of this research is to analyse the presence of women scientists in the media, and to conduct an appraisal of the status granted to them and the image conveyed about them. To this end, we analysed the content published on the websites of the regional newspapers Berria, Gara, El Correo and Diario de Navarra between 2014 and 2019 citing women scientists and researchers (N = 2362). The results indicate that presence is greater in quantitative terms, as is the prominence given to them in headlines. However, the disciplines in which they practise and the stereotypes which are conveyed shape their image, which in the case of STEM areas emphasise their role as carers and their singularity in the scientific field. [ABSTRACT FROM AUTHOR]

The gender gap in STEM areas is still a reality that constitutes a global concern. Many initiatives have sought to strengthen the scientific-technological aspirations of girls, among them extracurricular programs such as the one we present here. Its design is based on the available scientific evidence to promote female interest and self-concept in those areas. In this study, we analyze the impact of the extracurricular activities on the development of competencies and perceptive self-evaluation skills among eight girls aged between 8 and 11 years old regarding science and technology. The results showed the effectiveness of the extracurricular activities both for the development of skills and for the improvement of levels of self-concept, interest, and participation, which leads us to highlight the need to promote initiatives of this sort in order to overcome gender stereotypes and to achieve equality. [ABSTRACT FROM AUTHOR]

As more young girls write stories online thanks to the increased amount of publishing platforms, their fiction becomes a means to explore if they are offsetting prescribed practices of patriarchy in their gender constructions. Often, young women interrogate gender and recontextualize their experiences by writing fanfictions. In the age of transmedia storytelling, various online fan communities are rich data sources, as transnational female fans prolifically write fiction featuring icons from music and movies belonging to another country. We examined how young Indian girls frame gender roles and power dynamics in their fanfictions of BTS, the South Korean boyband, on Wattpad. To know if conventional gender frames are upheld or challenged in fanfiction stories revolving around non-Indian celebrities, we performed a textual analysis on forty-four BTS fanfictions. We found that in these fanfictions, existing gendered tropes used to depict masculinity and femininity are mostly normalized, with minor alterations reflecting a power imbalance typical in Indian patriarchal households. A subversion of tropes was found in framing men as emotionally expressive, arguably drawing from the soft masculinity projected in the home country of BTS–South Korea. Grounding these findings in self-categorization theory implores us to situate the construction of gendered identities within the socio-cultural conventions of fanfiction writers. [ABSTRACT FROM AUTHOR]

We perceive contestations between science, education and women's engagement and have raised disruptions in their act of knowing and mobility in science education. This study explored science educators' views, beliefs and actions of reproduction and subversion of gender stereotyping at a teacher education college in Nigeria. Six science educators were selected based on comprehensive gender information that facilitated conduction of the study. The six educators were purposively selected out of 11 educators who completed and returned the questionnaire. A qualitative approach and case study framed the research using instruments such as questionnaires, interviews, and classroom observation schedules. Thematic analysis and coding were done. Educators consciously and unconsciously reproduced gender stereotypes beliefs and practices. Educators explicitly and implicitly engaged in unequal distribution of cognitive activities amongst pre-service teachers influenced by their practice of cultural norms and patriarchal ideology. The findings revealed multiple oppressions females faced, contradictory science classrooms, and political and democratic classroom space for negotiating and renegotiating discriminatory classroom beliefs, perception and views of educators during science engagements. However, several possibilities such as political advocacy, productive activism and transformative resistance for educators to re-negotiate discriminatory gendered space through constructive gender equality awareness for freedom and intellectual growth in science education could be emancipatory possibilities. [ABSTRACT FROM AUTHOR]

The paper aims to offer an opportunity to consider intersectionality in the context of digital media. On the basis of empirical research, this paper analyzes the way in which gender, sexuality, color, and religion intersect in online spaces to produce new norms and forms of discrimination, as well as space for agency and for the articulation of different voices. In particular, in adopting an intersectional feminist perspective, this paper explores how Muslim girls produce counter-narratives and new spaces for subjectivation at the intersection of gender, religion, and racialization by actively appropriating digital media. Specifically, the paper analyzes French Muslim girls' relationships with digital media in relation to political life, in the context of growing Islamophobia and the instrumentalization of women's bodies by populist discourses on religion. On the basis of online and offline observations and explorative interviews carried out in Paris, this paper shows that the girls developed a number of individual and collective strategies involving both online and offline spaces to cope with racist and anti-Islamic rhetoric and practices in a context which they perceived to be characterized by contemporary processes of racialization and everyday discrimination against Muslim people. [ABSTRACT FROM AUTHOR]

The struggle for gender equality is based on identifying, understanding, and eradicating the causes of inequality. Digital media are and have always been governed by men and, as a consequence, have become another instrument of patriarchy. This article analyses the content created on YouTube and Instagram by four of the most popular influencers in Spain in order to examine the presence of stereotypes and gender roles, the use of sexist or inclusive language, and the influencers' level of social engagement on issues related to gender equality. A content analysis approach using ATLAS.ti 8 software was chosen, as this method provides information about the sender of the message as the well the message itself and its impact. The findings of the analysis show that influencers transmit sexist roles and stereotypes, use non-inclusive language, and exhibit no social engagement on questions of gender inequality. The study concludes by highlighting the importance of cyberfeminism as a way of promoting gender equality online. [ABSTRACT FROM AUTHOR]

The socio-emotional competencies of students are essential for supporting their school and personal performance. This article presents the results and analysis of an experiment with students from the National Polytechnic Institute (IPN, Mexico) and the subsequent application of an instrument to assess their socio-emotional competencies. The questions that guided the research were the following: (1) What is the level of development of the socio-emotional competencies of IPN students? (2) How do variables such as sex, age, and educational level affect the degree of development of socio-emotional competencies? (3) Are the socio-emotional competencies of the study group similar to those of the control group? These questions were examined through a quantitative analysis of the results of an instrument organized into nine theoretical dimensions with 72 questions that integrate the content of socio-emotional competencies. The instrument was applied to 405 students. The results show, first, a high level of development, on average, of the students' socio-emotional competencies. Second, significant differences were found between the study group and the control group in two dimensions exclusively: empathy and autonomy. Similarly, the results show significant differences in the responses of men and women in two dimensions, regulation and pro-sociality, which, according to the analysis carried out, are related to prevailing gender stereotypes. A relevant conclusion is that the strengthening of socio-affective skills from school is essential for the comprehensive development of students. Failure to attend to them reproduces pre-existing conditions in families where poverty and violence do not allow for enriched socio-emotional environments. [ABSTRACT FROM AUTHOR]

Previous studies have shown that exposure to gender stereotypes has a detrimental impact on women's performance. In chess, it has been demonstrated that the performance level of women is negatively influenced when they are exposed to negative stereotypes about their ability to play chess. However, it is still largely unclear whether the influence of a negative stereotype of women's ability to play chess is only limited to their level of performance, or whether it could also affect their opponent's performance. The present study investigated this reversed stereotype threat in online chess playing an unrated game. It was expected that a chess player's performance would be influenced by the gender of their opponent. However, the participants' online opponent was neither a female nor male chess player, but rather, unknown to the participants, it was a computer program that either played with a male or female nickname. The results showed that participants who played against a female nickname played less well, lost more games, and made more mistakes and blunders than participants who played against a male nickname. In sum, findings indicate that, in chess, the influence of a gender stereotype is not limited to the group the stereotype is targeted at, but also reduces the performance of the opponent's level of play, leading to a reversed stereotype threat. [ABSTRACT FROM AUTHOR]

Math has a strong gender-related image, even among teachers. As teachers hold beliefs about their work, their role, their subject, and their students, they shape girls' and boys' mathematical beliefs and attitudes. Research during the past 20 years has shown that teachers' gender beliefs about mathematics significantly favor boys, thereby reinforcing girls' low math ability self-concept. Still, there is a lack of studies that examine teachers' gender-related beliefs based on their underlying assumptions. Our study provides the first empirical evidence of the relationship between general gender stereotypes and math stereotypes. To this end, we used partial correlation and MANCOVA to analyze data from an online survey in 2019/2020 conducted in Switzerland (195 women, 80 men) as part of a cross-cultural comparison study. We therefore created a differentiated profile of prospective teachers by examining their beliefs about their self-image, their image of men and women in society, their essentialist and gender role ideology beliefs, and their math stereotypes. Then, we linked prospective teachers' beliefs about gender (based on 48 characteristics) to their beliefs about mathematics and about girls' and boys' competencies in math. The extensive analysis provides knowledge about prospective teachers and is particularly important for teacher education. [ABSTRACT FROM AUTHOR]