Chang, Sandhofer, and Brown examined children’s early math environments by observing the amount that mothers talk to their sons and daughters about cardinal number. Analyses of naturalistic mother-child interactions from the Child Language Data Exchange System database revealed boys received significantly more number-specific language input than girls. The authors noted that women remain underrepresented in math and math-related fields and that the stereotype of male dominance in math may be so pervasive that culturally prescribed gender roles may be unintentionally reinforced in very young children.
– Journal of Language and Social Psychology. 2011. 30, 440-450