Examining Adolescent Daughters’ and Their Parents’ Implicit Math-Gender Stereotypes

We examined adolescent daughters’ and their parents’ implicit and explicit math-gender stereotypes during an important period for career-related decision-making: late adolescence. Both daughters (n=185, Mage=17) and their parents (n = 230, Mage =49) gender stereotyped math. However, only daughters’ (not parents’) implicit stereotypes predicted daughters’ math attitudes and self-reported abilities.