The Routledge International Handbook of Gender Beliefs, Stereotype Threat, and Teacher Expectations

The Routledge International Handbook of Gender Beliefs, Stereotype Threat, and Teacher Expectations presents, for the first time, the work of leading researchers exploring the synergies and interrelationships between these fields, and provides a catalytic platform for advancing theory, practice, policy and research from an integrated perspective. An understanding of how gender beliefs, stereotype threat, and teacher expectations interrelate is vital to creating safe, equitable, and encouraging learning spaces. The collection summarises how gender beliefs, stereotype threat, and teacher expectations act in association to influence gendered student achievement, engagement, and self-beliefs, and suggests ways toward rectifying their negative effects. The chapters are organised into four sections: Gender Beliefs, Identity, Stereotypes, and Student Futures Stereotype Threat Teacher Expectations Synergies and Solutions By examining synergies and solutions shared between the three fields, this book creates more meaningful, consistent, and permanent approaches to achieving gender identity safety, gendered scholastic equity, well-being, and positive futures for students. This comprehensive publication brings together cutting-edge research at the intersection of gender beliefs, stereotype threat, and teacher expectations. It is an essential reference for researchers and postgraduate students in education and gender studies as well as educational, social, and developmental psychology.

Table of Contents:
Section 1: Gender Beliefs, Identity, Stereotypes, and Student Futures 1. Gender beliefs, stereotypes and gender identity development’ 2. ‘Gender Diversity and Schooling: Embracing gender expansive education?’ 3. How is gender related to student motivation, and future career pathways? Theoretical and empirical perspectives 4. Gender stereotypes, gender identity and girls’ and boys’ academic engagement 5. Gender and musical choices for boys at school 6. Gender stereotypes, student self-concept, and future STEM career pathways – Implications for teachers and early STEM-related learning experiences 7. Creating a Sense of Belonging in STEM environments despite social and academic concerns: The role of interests Section 2: Stereotype Threat 8. Stereotype Threat as an Identity Threat: Overview and Current Trends in Research 9. Stereotype threat research in real-world gendered contexts: Looking to the future 10. The role of situational cues in stereotype threat for women in STEM fields 11. Gender-related threats in the motor domain 12. Stereotype threat and identity threat in boys and men 13. Stereotype threat, ethnicity, and gender: An American perspective 14. Māori students’ career aspirations: The amelioration of threatening stereotypes through cultural pride and connectedness New Zealand- Section 3: Teacher Expectations 15. High expectations: Implications for student beliefs 16. Teachers' gender-stereotypical beliefs and expectations for student's reading achievement and motivation 17. Teacher expectations and mathematics-related career aspirations 18. Teacher expectations and mathematics-related career aspirations 19. Gender-specific STEM-education: How teachers’ gendered STEM-attitudes affect student beliefs and performance 20. Teacher expectations and gender at tertiary level 21. Teachers´ attitudes and stereotypical beliefs and expectations: effects of student socio-demographic characteristics and their intersectionality Section 4: Synergies and Solutions 22. Stereotype threat, teacher expectations, and dual identity 23. Identity safe classrooms 24. Fostering inclusivity in higher education through identity safety cues: A practical guide 25. Promoting cognitive and affective dispositions through collaborative learning 26. Collaborative learning in physical education: Creating a gender-equitable space