Gender stereotypes in math and science are well-documented predictors of participation, attitudes, and performance. Gender-fair language has been shown to mitigate such effects. For instance, Vervecken & Hannover (2015) found that using both feminine and masculine forms in occupational descriptions increased self-efficacy and reduced alienation among women. Similarly, Kricheli-Katz & Regev (2021) demonstrated that addressing participants in generic masculine forms during math tasks negatively affected women’s performance, while men were unaffected.
However, the impact of non-binary gender-fair forms in German—such as gender-star (Teilnehmer*innen) or neutral forms (Teilnehmende)—remains unexplored. We propose an online experiment to minimize stereotype threat and role-model interference. Participants (balanced by gender) will complete a standardized multiple-choice math test inspired by the German Kangaroo competition. Each group will be addressed using one of three language forms: gender-star, feminine, or masculine. We will measure accuracy and time per item as indicators of performance and effort. Post-test, participants will self-assess their performance and report attitudes toward mathematics, field of study, and gender identity.
We expect gender-fair forms to positively influence time investment and self-assessment. Future research should examine interactions between language effects and role-model cues, for example, in classroom settings with varying teacher gender presentation.
Vervecken, D., & Hannover, B. (2015). Yes I Can!: Effects of Gender Fair Job Descriptions on Children’s Perceptions of Job Status, Job Difficulty, and Vocational Self-Efficacy. Social Psychology, 46(2), 76-92. https://doi.org/10.1027/1864-9335/a000229
Kricheli-Katz, T., & Regev, T. (2021). The effect of language on performance: Do gendered languages fail women in maths? Npj Science of Learning, 6(1), 9. https://doi.org/10.1038/s41539-021-00087-7