| scholarly article | Q13442814 |
| P2093 | author name string | Carlo Tomasetto | |
| Mara Cadinu | |||
| Silvia Galdi | |||
| P2860 | cites work | A threat in the air. How stereotypes shape intellectual identity and performance | Q28239855 |
| Asymptotic and resampling strategies for assessing and comparing indirect effects in multiple mediator models | Q28290615 | ||
| A model of dual attitudes | Q30305281 | ||
| Understanding and using the Implicit Association Test: II. Method variables and construct validity | Q30435490 | ||
| National differences in gender-science stereotypes predict national sex differences in science and math achievement | Q30437573 | ||
| Stereotype threat and the intellectual test performance of African Americans | Q34057576 | ||
| On the malleability of automatic attitudes: combating automatic prejudice with images of admired and disliked individuals | Q34101752 | ||
| Retraining attitudes and stereotypes to affect motivation and cognitive capacity under stereotype threat | Q34292062 | ||
| The effects of stereotype activation on behavior: a review of possible mechanisms. | Q34450755 | ||
| Associative and propositional processes in evaluation: an integrative review of implicit and explicit attitude change | Q34557571 | ||
| Girls' and boys' developing interests in math and science: do parents matter? | Q36039025 | ||
| Patterns of gender development | Q37106044 | ||
| The acquisition of gender labels in infancy: implications for gender-typed play | Q37267922 | ||
| The Development and Consequences of Stereotype Consciousness in Middle Childhood | Q46135257 | ||
| Implicit stereotypes, gender identification, and math-related outcomes: a prospective study of female college students | Q46864981 | ||
| The role of gender constancy in early gender development | Q47768096 | ||
| Gender and mathematics: attitudes and stereotype threat susceptibility in Italian children | Q47789317 | ||
| Developmental antecedents and social and academic consequences of stereotype-consciousness in middle childhood. | Q48245977 | ||
| Math-gender stereotypes in elementary school children. | Q51048660 | ||
| The development of social referencing. | Q51185477 | ||
| Girls' math performance under stereotype threat: the moderating role of mothers' gender stereotypes. | Q51549318 | ||
| Reducing automatically activated racial prejudice through implicit evaluative conditioning. | Q52024402 | ||
| The development of implicit attitudes. Evidence of race evaluations from ages 6 and 10 and adulthood. | Q52030659 | ||
| Stereotype susceptibility in children: effects of identity activation on quantitative performance. | Q52129634 | ||
| Measuring individual differences in implicit cognition: the implicit association test. | Q52564449 | ||
| Implicit Social Cognitions Predict Sex Differences in Math Engagement and Achievement | Q53464684 | ||
| Harvesting implicit group attitudes and beliefs from a demonstration web site | Q53464849 | ||
| The Go/No-Go Association Task | Q53464868 | ||
| Variations of Gender–math Stereotype Content Affect Women’s Vulnerability to Stereotype Threat | Q55885125 | ||
| Consuming Images: How Television Commercials that Elicit Stereotype Threat Can Restrain Women Academically and Professionally | Q56005466 | ||
| “John thinks that Mary thinks that…” attribution of second-order beliefs by 5- to 10-year-old children | Q56523697 | ||
| On the leaky math pipeline: Comparing implicit math-gender stereotypes and math withdrawal in female and male children and adolescents | Q56594857 | ||
| Seeing is believing: Exposure to counterstereotypic women leaders and its effect on the malleability of automatic gender stereotyping | Q56594872 | ||
| Awareness of a gender stereotype, personal beliefs and self-perceptions regarding math ability: when boys do not surpass girls | Q58172791 | ||
| P433 | issue | 1 | |
| P921 | main subject | stereotype | Q167172 |
| automation | Q184199 | ||
| P304 | page(s) | 250-263 | |
| P577 | publication date | 2013-05-28 | |
| P1433 | published in | Child Development | Q5097720 |
| P1476 | title | The roots of stereotype threat: when automatic associations disrupt girls' math performance | |
| P478 | volume | 85 |
| Q58762859 | Assessing Construct Validity in Math Achievement: An Application of Multilevel Structural Equation Modeling (MSEM) |
| Q58885491 | Building bridges between psychological science and education: Cultural stereotypes, STEM, and equity |
| Q37018689 | Gender differences in school achievement: The role of self-regulation |
| Q47155620 | Motivated Forgetting in Early Mathematics: A Proof-of-Concept Study |
| Q28648401 | On the gender-science stereotypes held by scientists: explicit accord with gender-ratios, implicit accord with scientific identity |
| Q58885484 | Preschoolers’ mathematical play and colour preferences: a new window into the development of gendered beliefs about math |
| Q26771484 | The Chicken or the Egg? The Direction of the Relationship Between Mathematics Anxiety and Mathematics Performance |
| Q26769916 | Twenty Years of Stereotype Threat Research: A Review of Psychological Mediators |
| Q64058667 | Using selfies to challenge public stereotypes of scientists |
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