The Influence of Gender Stereotypes on Gender Identity and Academic Performance

Abstract

Gender stereotypes in the field of education constitute a significant barrier to educational equity and the comprehensive development of students. Although their existence has been widely recognized, a systematic, integrative review is lacking on how these stereotypes simultaneously shape students’ gender identity and academic achievement via distinct mediating mechanisms. This study aims to systematically synthesize empirical evidence along these two pathways, revealing the interactions among teacher biases, classroom environment, and individual psychological factors, thereby addressing a gap in the current research. Research indicates that the influence of gender stereotypes on gender identity and academic achievement constitutes a mutually reinforcing feedback loop. This study emphasizes the urgency of implementing interventions that simultaneously address the dual pathways of teacher behavior and student psychology. The findings suggest that future educational practices should be dedicated to advancing efforts in teacher training, curriculum content, and social awareness in a coordinated manner. Future research should further investigate the mechanisms of gender stereotypes across different educational stages and within multi-disciplinary contexts, aiming to provide more targeted solutions for the promotion of educational equity.