Year of Publication

2017

Degree Name

Master of Science (MS)

Document Type

Master's Thesis

College

Arts and Sciences

Department

Psychology

First Advisor

Dr. Christia S. Brown

Abstract

Girls grow up in a culture of ubiquitous female sexualization, and this culture propagates stereotypes that could interfere with their academic outcomes. The current study examined the academic correlates of these sexualized gender stereotypes (SGS) among early adolescent girls. Girls (N = 99) aged 11 to 14 (Mage = 12.4 years, SD = .57 years) completed a survey assessing their academic performance, attitudes, and beliefs. The survey also assessed the degree to which girls believed that boys and girls should act in accordance with these sexualized gender stereotypes. Results indicated that higher endorsement of sexualized gender stereotypes was associated with lower academic performance, more negative academic attitudes, and less adaptive approaches to learning. Implications for girls’ academic trajectories are discussed.

Digital Object Identifier (DOI)

https://doi.org/10.13023/ETD.2017.178

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