Equality between girls and boys at school, as well as at a professional training level, is an issue that has led to numerous studies for several decades (Eagly, Eaton, Rose, Riger & McHugh, 2012). However, the under-representation of women in science, technology, engineering and mathematics (STEM) careers remains a topical concern (e.g. Else-Quest, Hyde & Linn, 2010; Wyss, Heulskamp & Siebert, 2012). Although some studies (Lindberg, Hyde, Petersen & Linn, 2010) point out that the differences in mathematics performance tend to be reduced, gender differences still exist (Stoet & Geary, 2012).

Stereotypes in society are often put forward to understand these differences in performance, whether they are explicit (Spencer, Steele & Quinn, 1999) or implicit (Lane, Goh & Driver-Linn, 2012). Through personal and social factors, such as social conformity pressure or even beliefs about gender (Leaper, Farkas & Brown, 2011), the expectation of success and the value which is attributed to it (Eccles & Wigfield 2002) seem to be at the core of this phenomenon and a key to understand it.

Beside gender stereotypes and their corollaries (Alter, Aronson, Darley, Rodriguez & Ruble 2010), the emotional state of students (who are sometimes influenced by stereotypes themselves) plays a significant role in the mobilization of resources for learning (Pekrun, Elliot & Maier, 2009. Negative emotions that some students feel during math class are also not fairly distributed depending on the gender; girls are more often disrupted by high anxiety than boys (Devine, Fawcett, Szücs & Dowker, 2012).

Thus, during their schooling, students will develop representations of each of the disciplines they are facing in their program. Some will develop fun and excitement about learning mathematics while others will be repulsed when faced with numbers and calculations. The affects that will emerge in math class will also find a cognitive resonance (self-confidence, perceived utility, etc.). Indeed, a reciprocal causal relation will develop (Pekrun, 2006), usually in the form of a vicious circle. Student behavior (e.g. investment) is also closely related to student beliefs and feelings. These three domains (cognitive, affective, and behavioral) characterize student attitudes. (Triandis, 1971; Fishbein & Ajzen, 1975). Finally, student success (vs. failure) in mathematics – that very clearly relies on attitudes developed during schooling for this discipline – will be decisive for vocational guidance towards STEM careers.

The aim of our research is to highlight how student stereotypes as well as (positive and negative) affects towards mathematics learning play a different role for girls and boys in the last years of compulsory school (which is the moment when they usually develop their vocational orientation). Our goal is to better understand which students’ feelings explain differences in success in this subject area. This will then allow us to find ways of differentiating remediation according to gender.

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