Penelope W. St J. Watson is a Senior Lecturer at the University of Auckland’s Faculty of Education and Social Work. Her research interests are gender stereotypes and identity, gendered self-beliefs and expectations, and gender stereotype threat. She centres her interest in gender within the social psychology of the classroom. Christine M. Rubie-Davies is a Professor at The University of Auckland. Her research interests are teacher expectations and beliefs that moderate expectancy effects, notably for disadvantaged groups. Widely published, she is an elected Fellow of three organisations. In 2023, she was made a Member of the New Zealand Order of Merit.Bernhard Ertl is full Professor at the Universität der Bundeswehr München. His research interests focus on factors that influence career decisions, persistence, and performance. His research roots are embedded in how learning with media research can implement support for students–and informing about gender stereotypes in the context of media.

• Section 1: Gender Beliefs, Identity, Stereotypes, and Student Futures 1. Gender beliefs, stereotypes and gender identity development’ 2. ‘Gender Diversity and Schooling: Embracing gender expansive education?’ 3. How is gender related to student motivation, and future career pathways? Theoretical and empirical perspectives 4. Gender stereotypes, gender identity and girls’ and boys’ academic engagement 5. Gender and musical choices for boys at school 6. Gender stereotypes, student self-concept, and future STEM career pathways – Implications for teachers and early STEM-related learning experiences 7. Creating a Sense of Belonging in STEM environments despite social and academic concerns: The role of interests Section 2: Stereotype Threat 8. Stereotype Threat as an Identity Threat: Overview and Current Trends in Research 9. Stereotype threat research in real-world gendered contexts: Looking to the future 10. The role of situational cues in stereotype threat for women in STEM fields 11. Gender-related threats in the motor domain 12. Stereotype threat and identity threat in boys and men 13. Stereotype threat, ethnicity, and gender: An American perspective 14. Māori students’ career aspirations: The amelioration of threatening stereotypes through cultural pride and connectedness New Zealand- Section 3: Teacher Expectations 15. High expectations: Implications for student beliefs 16. Teachers' gender-stereotypical beliefs and expectations for student's reading achievement and motivation 17. Teacher expectations and mathematics-related career aspirations 18. Teacher expectations and mathematics-related career aspirations 19. Gender-specific STEM-education: How teachers’ gendered STEM-attitudes affect student beliefs and performance 20. Teacher expectations and gender at tertiary level 21. Teachers´ attitudes and stereotypical beliefs and expectations: effects of student socio-demographic characteristics and their intersectionalitySection 4: Synergies and Solutions 22. Stereotype threat, teacher expectations, and dual identity 23. Identity safe classrooms 24. Fostering inclusivity in higher education through identity safety cues: A practical guide 25. Promoting cognitive and affective dispositions through collaborative learning 26. Collaborative learning in physical education: Creating a gender-equitable space

“This handbook brings together the best to outline their research, discuss the links between the three big topics of gender, stereotype threat, and expectations, and provide directions for moving forward. The handbook is voluminous, rich in explanation, up-to-date in asking the right questions, vast in depth, and evidence-informed.”John Hattie, Melbourne Laureate Professor Emeritus, Melbourne Graduate School of Education Chair, Board of the Australian Institute for Teaching and School Leadership. “Researchers and practitioners have been gifted with a comprehensive and thought-provoking volume that examines three of the most important, timely, and challenging topics confronting contemporary education. This book should be on the “must-read” list for every educational researcher, aspiring or practicing teacher, or concerned citizen who wants to understand how teachers’ beliefs about gender, stereotype threats, and their expectations of students shape the learning environment for better or for worse.”Patricia Alexander, Distinguished University Professor, University of Maryland College Park.

Penelope W. St J. Watson is a Senior Lecturer at the University of Auckland’s Faculty of Education and Social Work. Her research interests are gender stereotypes and identity, gendered self-beliefs and expectations, and gender stereotype threat. She centres her interest in gender within the social psychology of the classroom. Christine M. Rubie-Davies is a Professor at The University of Auckland. Her research interests are teacher expectations and beliefs that moderate expectancy effects, notably for disadvantaged groups. Widely published, she is an elected Fellow of three organisations. In 2023, she was made a Member of the New Zealand Order of Merit.Bernhard Ertl is full Professor at the Universität der Bundeswehr München. His research interests focus on factors that influence career decisions, persistence, and performance. His research roots are embedded in how learning with media research can implement support for students–and informing about gender stereotypes in the context of media.

• Section 1: Gender Beliefs, Identity, Stereotypes, and Student Futures 1. Gender beliefs, stereotypes and gender identity development’ 2. ‘Gender Diversity and Schooling: Embracing gender expansive education?’ 3. How is gender related to student motivation, and future career pathways? Theoretical and empirical perspectives 4. Gender stereotypes, gender identity and girls’ and boys’ academic engagement 5. Gender and musical choices for boys at school 6. Gender stereotypes, student self-concept, and future STEM career pathways – Implications for teachers and early STEM-related learning experiences 7. Creating a Sense of Belonging in STEM environments despite social and academic concerns: The role of interests Section 2: Stereotype Threat 8. Stereotype Threat as an Identity Threat: Overview and Current Trends in Research 9. Stereotype threat research in real-world gendered contexts: Looking to the future 10. The role of situational cues in stereotype threat for women in STEM fields 11. Gender-related threats in the motor domain 12. Stereotype threat and identity threat in boys and men 13. Stereotype threat, ethnicity, and gender: An American perspective 14. Māori students’ career aspirations: The amelioration of threatening stereotypes through cultural pride and connectedness New Zealand- Section 3: Teacher Expectations 15. High expectations: Implications for student beliefs 16. Teachers' gender-stereotypical beliefs and expectations for student's reading achievement and motivation 17. Teacher expectations and mathematics-related career aspirations 18. Teacher expectations and mathematics-related career aspirations 19. Gender-specific STEM-education: How teachers’ gendered STEM-attitudes affect student beliefs and performance 20. Teacher expectations and gender at tertiary level 21. Teachers´ attitudes and stereotypical beliefs and expectations: effects of student socio-demographic characteristics and their intersectionalitySection 4: Synergies and Solutions 22. Stereotype threat, teacher expectations, and dual identity 23. Identity safe classrooms 24. Fostering inclusivity in higher education through identity safety cues: A practical guide 25. Promoting cognitive and affective dispositions through collaborative learning 26. Collaborative learning in physical education: Creating a gender-equitable space

“This handbook brings together the best to outline their research, discuss the links between the three big topics of gender, stereotype threat, and expectations, and provide directions for moving forward. The handbook is voluminous, rich in explanation, up-to-date in asking the right questions, vast in depth, and evidence-informed.”John Hattie, Melbourne Laureate Professor Emeritus, Melbourne Graduate School of Education Chair, Board of the Australian Institute for Teaching and School Leadership. “Researchers and practitioners have been gifted with a comprehensive and thought-provoking volume that examines three of the most important, timely, and challenging topics confronting contemporary education. This book should be on the “must-read” list for every educational researcher, aspiring or practicing teacher, or concerned citizen who wants to understand how teachers’ beliefs about gender, stereotype threats, and their expectations of students shape the learning environment for better or for worse.”Patricia Alexander, Distinguished University Professor, University of Maryland College Park.

Penelope W. St J. Watson is a Senior Lecturer at the University of Auckland’s Faculty of Education and Social Work. Her research interests are gender stereotypes and identity, gendered self-beliefs and expectations, and gender stereotype threat. She centres her interest in gender within the social psychology of the classroom. Christine M. Rubie-Davies is a Professor at The University of Auckland. Her research interests are teacher expectations and beliefs that moderate expectancy effects, notably for disadvantaged groups. Widely published, she is an elected Fellow of three organisations. In 2023, she was made a Member of the New Zealand Order of Merit.Bernhard Ertl is full Professor at the Universität der Bundeswehr München. His research interests focus on factors that influence career decisions, persistence, and performance. His research roots are embedded in how learning with media research can implement support for students–and informing about gender stereotypes in the context of media.

• Section 1: Gender Beliefs, Identity, Stereotypes, and Student Futures 1. Gender beliefs, stereotypes and gender identity development’ 2. ‘Gender Diversity and Schooling: Embracing gender expansive education?’ 3. How is gender related to student motivation, and future career pathways? Theoretical and empirical perspectives 4. Gender stereotypes, gender identity and girls’ and boys’ academic engagement 5. Gender and musical choices for boys at school 6. Gender stereotypes, student self-concept, and future STEM career pathways – Implications for teachers and early STEM-related learning experiences 7. Creating a Sense of Belonging in STEM environments despite social and academic concerns: The role of interests Section 2: Stereotype Threat 8. Stereotype Threat as an Identity Threat: Overview and Current Trends in Research 9. Stereotype threat research in real-world gendered contexts: Looking to the future 10. The role of situational cues in stereotype threat for women in STEM fields 11. Gender-related threats in the motor domain 12. Stereotype threat and identity threat in boys and men 13. Stereotype threat, ethnicity, and gender: An American perspective 14. Māori students’ career aspirations: The amelioration of threatening stereotypes through cultural pride and connectedness New Zealand- Section 3: Teacher Expectations 15. High expectations: Implications for student beliefs 16. Teachers' gender-stereotypical beliefs and expectations for student's reading achievement and motivation 17. Teacher expectations and mathematics-related career aspirations 18. Teacher expectations and mathematics-related career aspirations 19. Gender-specific STEM-education: How teachers’ gendered STEM-attitudes affect student beliefs and performance 20. Teacher expectations and gender at tertiary level 21. Teachers´ attitudes and stereotypical beliefs and expectations: effects of student socio-demographic characteristics and their intersectionalitySection 4: Synergies and Solutions 22. Stereotype threat, teacher expectations, and dual identity 23. Identity safe classrooms 24. Fostering inclusivity in higher education through identity safety cues: A practical guide 25. Promoting cognitive and affective dispositions through collaborative learning 26. Collaborative learning in physical education: Creating a gender-equitable space

“This handbook brings together the best to outline their research, discuss the links between the three big topics of gender, stereotype threat, and expectations, and provide directions for moving forward. The handbook is voluminous, rich in explanation, up-to-date in asking the right questions, vast in depth, and evidence-informed.”John Hattie, Melbourne Laureate Professor Emeritus, Melbourne Graduate School of Education Chair, Board of the Australian Institute for Teaching and School Leadership. “Researchers and practitioners have been gifted with a comprehensive and thought-provoking volume that examines three of the most important, timely, and challenging topics confronting contemporary education. This book should be on the “must-read” list for every educational researcher, aspiring or practicing teacher, or concerned citizen who wants to understand how teachers’ beliefs about gender, stereotype threats, and their expectations of students shape the learning environment for better or for worse.”Patricia Alexander, Distinguished University Professor, University of Maryland College Park.