Stereotypes

A rev1,11 of the research literature reveals that early in their school careers, children learn that reading is closely identified with the female role and, though less so, mathematics with the male role. These stereotypes increase with age and become particularly debilitating for females in math achievement. Though reading is strongly identified as ofeminineen boys ale apparently resiliant enough to overcome the stereotype. The identification of reading as feminine is not true universally and is more closely associated with North American countries. However, while sex differences in reading are common before age ten in the United States, they tend to disappear by adulthood. One possible explanation for this is that after elementary school, reading is no longer defined as a course but as a process, and becomes an essential tool is all school classes. An examination of studies that have analyzed sex differences i4 reading and math--after controlling for intelligence, reading readiness, spatial ability, and differential course taking--reveals that cultural and environmental factors are the primary explanations for such differences. (FL) Reproductions supplied by EDRS are the best that can be made. * from the original document.