caa a22 4500 606239421 CHVBK 20210128101303.0 cr unu---uuuuu 210128e20151201xx s 000 0 eng 10.1007/s11218-015-9312-z doi (NATIONALLICENCE)springer-10.1007/s11218-015-9312-z Characteristics expected in fields of higher education and gender stereotypical traits related to academic success: a mirror effect [Elektronische Daten] [Catherine Verniers, Delphine Martinot] The aim of the present study was to test whether the content of a gender stereotype concerning general academic achievement matched the characteristics deemed to predict success in the fields of higher education dominated by women and men respectively. A sample of 207 undergraduate students rated the extent to which characteristics ascribed to successful female students (compliance) and characteristics ascribed to successful male students (assertiveness, intelligence and effort) were predictive of achievement in various fields of higher education, including female (the humanities at the university, paramedical school and advanced literature curriculum) and male dominated majors (science and technology at the university, engineering school and advanced science curriculum). As expected, participants rated compliance as more predictive of success in the female-dominated fields of higher education, while they considered assertiveness, effort and intelligence as more predictive of success in the male-dominated fields of higher education. Implications of this finding for academic choices and gender system maintenance are discussed. Springer Science+Business Media Dordrecht, 2015 Gender stereotype nationallicence Higher education nationallicence Secondary school nationallicence Predictors of academic achievement nationallicence Verniers Catherine Laboratoire de Psychologie Sociale et Cognitive UMR CNRS 6024, Clermont Université, Université Blaise Pascal, 34 Avenue Carnot, 63000, Clermont-Ferrand, France aut Martinot Delphine Laboratoire de Psychologie Sociale et Cognitive UMR CNRS 6024, Clermont Université, Université Blaise Pascal, 34 Avenue Carnot, 63000, Clermont-Ferrand, France aut Social Psychology of Education Springer Netherlands 18/4(2015-12-01), 719-733 1381-2890 18:4<719 2015 18 11218 https://doi.org/10.1007/s11218-015-9312-z text/html Onlinezugriff via DOI BK010053 XK010053 XK010000 Metadata rights reserved Springer special CC-BY-NC licence nationallicence 1 research-article jats NATIONALLICENCE NATIONALLICENCE NL-springer NATIONALLICENCE 856 40 https://doi.org/10.1007/s11218-015-9312-z text/html Onlinezugriff via DOI NATIONALLICENCE 700 1- Verniers Catherine Laboratoire de Psychologie Sociale et Cognitive UMR CNRS 6024, Clermont Université, Université Blaise Pascal, 34 Avenue Carnot, 63000, Clermont-Ferrand, France aut NATIONALLICENCE 700 1- Martinot Delphine Laboratoire de Psychologie Sociale et Cognitive UMR CNRS 6024, Clermont Université, Université Blaise Pascal, 34 Avenue Carnot, 63000, Clermont-Ferrand, France aut NATIONALLICENCE 773 0- Social Psychology of Education Springer Netherlands 18/4(2015-12-01), 719-733 1381-2890 18:4<719 2015 18 11218