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Do Gender Stereotypes Affect Girls’ Self-Expectation of Working in Sci-Tech? Evidence from China

Author

Listed:
  • Xian Zheng
  • Xiaoyuan Zou
  • Sidan Hu
  • Changhong Li

Abstract

Promoting high expectations among girls for working in the field of science and technology (sci-tech) is a crucial step toward nurturing female talent in this domain. Using data from the China Education Panel Survey, this study investigates the impact of female students’ gender-math self-stereotypes on their self-expectations of working in sci-tech. The findings indicate that girls, who do not believe boys to be better than girls in math, have significantly higher self-expectations of working in sci-tech. By contrast, this finding does not hold for boys. This correlation is more pronounced in girls who excel in math and are taught by female math teachers. Girls without gender stereotypes are likely to exhibit better math performance and thus have higher self-expectations of working in sci-tech. This study contributes to the growing understanding of the influence of gender stereotypes and offers insights into how to cultivate female talent in the sci-tech field.HIGHLIGHTS Girls without gender stereotypes have higher self-expectations in sci-tech careers.The effect is stronger among girls excelling in math and taught by women teachers.Gender stereotypes affect girls’ math performance, influencing career expectations.Addressing gender stereotypes can help nurture female talents in sci-tech fields.Study uses China Education Panel Survey data to provide robust empirical evidence.

Suggested Citation

  • Xian Zheng & Xiaoyuan Zou & Sidan Hu & Changhong Li, 2025. "Do Gender Stereotypes Affect Girls’ Self-Expectation of Working in Sci-Tech? Evidence from China," Feminist Economics, Taylor & Francis Journals, vol. 31(3), pages 136-167, July.
    • Handle: RePEc:taf:femeco:v:31:y:2025:i:3:p:136-167
    DOI: 10.1080/13545701.2025.2549415
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