Utilizing the High School Longitudinal Study, a nationally representative sample of U.S. high school students, this study investigates the factors that predict different beliefs about gendered math ability and the potential consequences for students’ choices to enter gender-segregated science, technology, engineering, and mathematics (STEM) majors in college. Among other results, analyses reveal that while about 25 percent of students report a traditionally stereotypical belief in male superiority, about 20 percent report a counter-stereotypical belief in female superiority; among female students, such beliefs are more common among black students. Further, models reveal a robust association between holding counter-stereotypical beliefs and the likelihood that women choose biological science majors, which are female dominated, compared to non-STEM fields. Among men, holding counter-stereotypical beliefs is associated with a lower likelihood of majoring in physical science, computer science, math, and engineering fields, which are strongly male dominated, versus non-STEM fields. Implications for gender inequality in STEM fields are discussed.

本研究利用高中纵向研究（美国高中生的全国代表性样本），调查了预测对性别数学能力的不同信念的因素，以及学生选择进入性别隔离的科学、技术、工程和医学领域的潜在后果。大学数学（STEM）专业。除其他结果外，分析显示，虽然约 25% 的学生表示对男性优越感有传统的刻板印象，但约 20% 的学生表示对女性优越感有反刻板印象；在女学生中，这种信念在黑人学生中更为普遍。此外，模型显示，与非 STEM 领域相比，持有反刻板印象的信念与女性选择生物科学专业的可能性之间存在密切关联，而生物科学专业以女性为主。在男性中，持有反刻板印象的信念与主修物理科学、计算机科学、数学和工程领域的可能性较低有关，这些领域是男性主导的领域，与非 STEM 领域相比。讨论了 STEM 领域性别不平等的影响。