Stereotype Threat Among Girls
Stereotype Threat Among Girls
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女孩中的刻板印象威胁
DOI：
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发表时间：
2017
期刊：
影响因子：
--
通讯作者：
F. L. Wachs
中科院分区：
文献类型：
--
作者：
B. Casad;P. Hale;F. L. Wachs
刻板印象威胁对大学女生数学成绩的影响已经得到了充分的证明；然而，在青春期女孩中的流行程度却鲜为人知。此外，性别认同的调节作用和刻板印象威胁对数学成绩优异的女孩的影响尚不清楚。这项研究在标准数学课和荣誉数学课上测试了刻板印象威胁条件(与控制组)对中学生的影响，并考察了性别认同作为调节因素。作为刻板印象威胁实验的一部分，学生(N=498)完成了前后的问卷调查和数学测试。性别认同缓和了刻板印象威胁对数学折扣、脱离、态度和表现的影响，但性别认同是保护性因素还是风险因素因数学教育背景(荣誉数学和标准数学课)而不同。性别认同对女孩在数学荣誉中的态度、折扣和脱离具有保护作用，但也是数学成绩的一个风险因素。在标准的数学课上，性别认同是女孩脱离社会和数学态度的风险因素，但也是数学成绩的缓冲器。结果表明，需要审查性别认同对青春期女孩的重要性的保护性和风险性，以及需要审查教育背景下的陈规定型观念威胁。刻板印象威胁可以通过干预措施减少；因此，教育工作者和实践者可以与社会科学家合作，在K-12学校实施广泛的干预措施。有关本文的其他在线材料，请访问普华永道的网站http://journals.sagepub.com/doi/suppl/10.1177/0361684317711412.为希望使用本文进行教学的教师提供的在线幻灯片可在普华永道的网站上找到，网址为http://journals.sagepub.com/page/pwq/suppl/index
Effects of stereotype threat on math performance have been well-documented among college women; however, the prevalence among adolescent girls is less well-known. Further, the moderating role of gender identity and effects of stereotype threat on high achieving girls in math is unknown. This study tested the effects of a stereotype threat condition (vs. control group) among middle school girls in standard and honors math classes and examined gender identity as a moderator. Students (N = 498) completed pre- and post-questionnaires and a math test as part of a stereotype threat experiment. Gender identity moderated effects of stereotype threat on math discounting, disengagement, attitudes, and performance, but whether gender identity was a protective or risk factor differed by math education context (honors math and standard math classes). Gender identity was protective for girls in honors math for attitudes, discounting, and disengagement but was a risk factor for math performance. Gender identity was a risk factor for disengagement and math attitudes among girls in standard math classes, but was a buffer for math performance. Results suggest the need to examine protective and risk properties of gender identity importance for adolescent girls and the need to examine stereotype threat within educational contexts. Stereotype threat can be reduced through interventions; thus, educators and practitioners can collaborate with social scientists to implement widespread interventions in K–12 schools. Additional online materials for this article are available on PWQ’s website at http://journals.sagepub.com/doi/suppl/10.1177/0361684317711412. Online slides for instructors who want to use this article for teaching are available on PWQ's website at http://journals.sagepub.com/page/pwq/suppl/index
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