Replication data for: Nosek and Smyth (2011): Implicit social cognitions predict math engagement and achievement

We examined implicit math attitudes and stereotypes among a heterogeneous sample of 5,139 participants. Women showed stronger implicit negativity toward math than men did, and equally strong implicit gender stereotypes.

For women, stronger implicit math=male stereotypes predicted greater negativity toward math, less participation, weaker self-ascribed ability, and worse math achievement; for men, those relations were weakly in the opposite direction. Implicit stereotypes had greater predictive validity than explicit stereotypes. Female STEM majors, especially those with a graduate degree, held weaker implicit math=male stereotypes and more positive implicit math attitudes than other women.