In this AMCIS seminar, Isabel Raabe discusses gendered maths confidence and the interplay of social intergration and social comparison. In her research she asks whether gender matters for the effect that maths confidence has on friendship integration in the classroom, and whether there are gendered peer effects on maths confidence.
|Date||1 October 2020|
While girls and boys perform similarly well in maths, girls have on average lower confidence in their maths skills, i.e. a lower perceived competence. This can result in lower motivation to engage with the subject, and in the choice to focus on other subject areas. Such differences in competence beliefs may in the long run play a role in occupational choices that lead to the large-scale occupational sex segregation in society, that is, to the tendency for men and women to work in different occupational sectors. Despite their importance and the attention that they have received in psychological theories we know very little about the social factors that shape differences in competence beliefs between boys and girls. Through the utilisation of multi-level stochastic actor-oriented models (SAOMs), this study analyses largescale friendship network data from the Swedish and German subsamples of the CILS4EU dataset (a total of 8,812 individuals in 358 classrooms). We ask whether gender matters for the effect that maths confidence has on friendship integration in the classroom, and whether there are gendered peer effects on maths confidence. We furthermore account for gender role attitudes of friends and having opposite sex friends. Our results indicate that such social processes play an important role for individual maths confidence, and that these processes can help explain the observed gender differences.
Isabel Raabe has been a postdoctoral research fellow at the University of Zurich (Chair of Social Theory and Quantitative methods) since September 2018. She received her PhD in Sociology from the University of Oxford in 2018, for which she submitted a thesis entitled “Social Aspects of Educational Inequality”, supervised by Jan O. Jonsson. She worked at the Social Networks Lab at ETH Zürich as a predoctoral researcher from 2016 to 2018, where she was involved in a research project on the social integration of Swiss bachelor students (Swiss StudentLife).
In her research, she is interested in how individuals shape and interact with their social context, and whether this can explain different aspects of social inequality, especially in the educational context.