The Impact Mechanism of Gender Stereotypes in Education on Students’ Academic Choices and Academic Performance

Abstract

As society progresses, people’s understanding and definition of gender are becoming more diverse. New generations no longer stereotype male and female behavior, leading to a gradual weakening of the influence of gender stereotypes. However, due to their longevity, these stereotypes are difficult to completely eradicate, and widespread social discourse and schooling are deeply influenced by them. This raises questions about educational equity. Despite decades of efforts to promote educational equity, significant gender disparities in academic achievement and career paths in key academic fields remain a persistent challenge. While classroom gender stereotypes are widely recognized as a key contributing factor, the psychological mechanisms that translate these environmental cues into tangible outcomes warrant a more in-depth, integrated review. This article argues that the erosion of academic self-concept and self-efficacy is the primary psychological mechanism through which classroom gender stereotypes operate. By integrating literature from educational and social psychology, this review demonstrates how the threat of gender stereotypes can weaken individuals’ self-concept and self-efficacy, thereby impairing cognitive performance and fostering avoidance behaviors that lead to gendered major selection. Therefore, effective interventions must go beyond simply addressing external biases to actively build and protect students’ academic self-concepts as a cornerstone of educational equity.