Investigating the Multifaceted Endorsement of the Math Gender Bias in Chinese Parent-Child Interactions

Women are typically underrepresented in the math domain, and one potential explanation may be due to gender-based variabilities in parental beliefs and behaviors. This study evaluated gender differences in the home math environment among Chinese families with preschoolers. In particular, the study examined whether parents hold different math-related beliefs and engage differently with boys versus girls during math-related activities. The sample included 122 Chinese parent-child dyads (61 girls, 98 mothers, mean child age = 63 months). The dyads were invited to engage in a pretend play, where parents' math talk (i.e., quantity and quality of numerical and spatial talk) and regulatory behaviors (i,e., autonomy-supportive and controlling) were coded. After the play, parents were asked to fill in a self-reported survey assessing parental math value, interests, and efficacy towards their children. MANCOVA analyses indicated that most measured math beliefs and behaviors were exhibited in similar degrees towards boys and girls. However, there were significant differences in the quantity and quality of spatial talk given to boys and girls, with boys receiving spatial talk in higher quantity and diversity (both ps < .05). This study highlights the need to explore math gender biases in everyday parent-child interactions through a multifaceted lens.