Cognitive consistency and math–gender stereotypes in Singaporean children

“…From the youngest ages so far tested (kindergarten to second grade), North American and European children tend to report either that the genders are equal in ability (Steele, 2003) or that their own-gender group is better at math and science (Galdi, Cadinu, & Tomasetto, 2014;Heyman & Legare, 2004;Kurtz-Costes, Rowley, Harris-Britt, & Woods, 2008). (For work on the development of implicit gender stereotypes about STEM and how these relate to explicit measures, see Cvencek, Meltzoff, & Greenwald, 2011;Cvencek, Meltzoff, & Kapur, 2014.) Explicit stereotypes about math and science appear to emerge later in development.…”