Who cares about caring? Gender stereotypes about communal values emerge early and predict boys' prosocial preferences.

Communal values (i.e., valuing care for and connection with others) are important to individual well-being and societal functioning yet show marked gender differences, with girls valuing communion more than boys do.

Similarity or stereotypes? An investigation of how exemplar gender guides children's math learning.

How does the representation of boy and girl exemplars in curricular materials affect students' learning? We tested two competing hypotheses about the impact of gender exemplar on learning: First, in line with Social Learning Theory, children might exhibit a same-gender bias such that they prefer to learn from exemplars that match their gender (H1). Second, consistent with research on children's stereotypes about gender and math (e.g.

Exposure to stereotype-relevant stories shapes children's implicit gender stereotypes.

Implicit math = male stereotypes have been found in early childhood and are linked to girls' disproportionate disengagement from math-related activities and later careers. Yet, little is known about how malleable children's automatic stereotypes are, especially in response to brief interventions. In a sample of 336 six- to eleven-year-olds, we experimentally tested whether exposure to a brief story vignette intervention with either stereotypical, neutral, or counter-stereotypical content (three conditions: math = boy vs.

The effect of gender stereotypes on young girls' intuitive number sense.

Despite the global importance of science, engineering, and math-related fields, women are consistently underrepresented in these areas. One source of this disparity is likely the prevalence of gender stereotypes that constrain girls' and women's math performance and interest. The current research explores the developmental roots of these effects by examining the impact of stereotypes on young girls' intuitive number sense, a universal skill that predicts later math ability.

Developmental differences in the malleability of implicit racial bias following exposure to counterstereotypical exemplars.

Research suggests that exposure to stories about Black adults who are contributing positively to their community can reduce implicit pro-White/anti-Black racial bias in older children (ages 9-12). The aim of the current research was to replicate and extend this finding by investigating whether a different child-friendly manipulation exposing children to positive Black exemplars and negative White exemplars could decrease implicit pro-White/anti-Black racial bias in children aged 5 to 12 years, both immediately following the intervention and 1 hr later. In addition, a second aim of this research was to examine whether child-friendly positive exemplar exposure would similarly reduce adults' implicit racial bias.

Early Gender Differences in Core Values Predict Anticipated Family Versus Career Orientation.

Communion and agency are often described as core human values. In adults, these values predict gendered role preferences. Yet little work has examined the extent to which young boys and girls explicitly endorse communal and agentic values and whether early gender differences in values predict boys' and girls' different role expectations.

Malleability of implicit associations across development.

The prevalence of implicit intergroup bias in adults underscores the importance of knowing when during development such biases are most amenable to change. Although research suggests that implicit intergroup bias undergoes little change across development, no studies have directly examined whether developmental differences exist in the capacity for novel implicit associations to form or change. The present study examined this issue among children ages 5-12.

Reducing Children's Implicit Racial Bias Through Exposure to Positive Out-Group Exemplars.

Studies with adults suggest that implicit preferences favoring White versus Black individuals can be reduced through exposure to positive Black exemplars. However, it remains unclear whether developmental differences exist in the capacity for these biases to be changed. This study included 369 children and examined whether their implicit racial bias would be reduced following exposure to positive Black exemplars.