Kim Schmidt (2000)

Despite efforts to increase the number of women in high status, science and math related jobs, women are still underrepresented in these fields (Eccles, 1994). Mathematical ability has been identified as a "critical filter" that prevents women from crossing the gender barrier into higher paying scientific jobs (Hyde, Fennema, Ryan, Frost, & Hopp, 1990). One possible explanation for the lack of women in math oriented classes and careers is that women are socialized to accept the traditional female role in society in which success in math is not valued (Eccles, 1994). Females may feel that they do not have the option to pursue a career in the sciences due to their gender. It was suggested that parents, peers, teachers, and guidance counselors may have an effect on how women perceive their mathematical ability.

This study examined whether the gender stereotype that men are better at math than women are would generalize to masculine, feminine, and androgynous females. The participants were classified as either masculine, feminine, or androgynous according to the Bem Sex Role Inventory. The influence of parents, teachers, peers, guidance counselors, and gender stereotypes regarding mathematical ability were examined for each group.

It was hypothesized that masculine and androgynous females would be encouraged to pursue math more often by their parents, teachers, peers, and guidance counselors than feminine females. It was also hypothesized that feminine females would believe the gender stereotype that men are better at math than women more often than masculine or androgynous females. Neither of these hypotheses were supported. However, it was found that parents had a positive influence on feminine and androgynous females’ mathematical ability, but they had no influence on masculine females’ mathematical ability. One possible explanation for this finding is that individuals that are classified as masculine are very independent. Due to their higher level of independence, masculine females may not need or desire their parents’ support in order to succeed in math.