Parental stereotypes and early gender gaps in mathematical attitudes. Evidence from Italian primary schools

Abstract

This article investigates gender differences in mathematical attitudes among 8-year-old students at the beginning of Grade 3 in two Italian metropolitan areas, Milano and Napoli. Drawing on data from the MATES project — a PRIN-funded study involving 3,312 students across 180 classes and 73 school buildings — we examine gender differences in students’ liking of mathematics, perceived competence, and perceived use of mathematics in everyday life. The results show that, although both boys and girls report broadly positive attitudes toward mathematics at this early age, gender differences are already observable. Girls report higher overall enjoyment of school, while boys display slightly higher confidence and stronger liking for mathematics. In contrast, no significant gender differences emerge in the perceived practical use of mathematics.

A key contribution of the study is the analysis of parental influences. We find that parental attitudes toward mathematics are positively associated with children’s attitudes, while the endorsement of gender stereotypes — such as the belief that males are more naturally suited to mathematics — plays a critical and asymmetric role. In particular, these stereotypes are associated with lower levels of liking and confidence among girls, while they tend to reinforce more positive attitudes among boys. These findings highlight the importance of early socialisation processes in shaping gendered attitudes toward mathematics and suggest that parental beliefs may contribute to the emergence of gender gaps well before differences in performance become pronounced.