![]() The four studies reported here ( N = 400 children) show that, by the age of 6, girls are less likely than boys to believe that members of their gender are “really, really smart”-a child-friendly way of referring to brilliance. The earlier children acquire the notion that brilliance is a male quality, the stronger its influence may be on their aspirations. ![]() However, little is known about the acquisition of this stereotype. ![]() This “brilliance = males” stereotype has been invoked to explain the gender gaps in many prestigious occupations ( 12– 15). It is commonly assumed that high-level cognitive ability (brilliance, genius, giftedness, etc.) is present more often in men than in women ( 8– 11). However, popular beliefs about ability associate not only specific cognitive processes (e.g., mathematical reasoning) with a particular gender but also the overall amount of cognitive ability. For example, the stereotype that men are better than women at mathematics ( 3) impairs women’s performance in this domain ( 4, 5) and undermines their interest in mathematics-intensive fields ( 6, 7). ![]() ![]() The career aspirations of young men and women are shaped by societal stereotypes about gender ( 1, 2). ![]()
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