Math-Gender Stereotypes in Elementary School Children
Math-Gender Stereotypes in Elementary School Children
复制标题
DOI：
10.1111/j.1467-8624.2010.01529.x
复制
发表时间：
2011-05-01
影响因子：
4.6
通讯作者：
Greenwald, Anthony G.
中科院分区：
文献类型：
--
作者：
Cvencek, Dario;Meltzoff, Andrew N.;Greenwald, Anthony G.
共有247名6至10岁的美国儿童（126名女孩和121名男孩）完成了内隐联想测试和外显自我报告措施，评估（a）我与男性（性别认同），（B）男性与数学（数学性别刻板印象），（c）我与数学（数学自我概念）的关联。有两个发现。首先，早在二年级，孩子们就表现出美国文化的刻板印象，即数学是男孩的隐性和显性措施。第二，小学男生比女生更强烈地认同数学的内隐和自我报告的措施。研究结果表明，数学性别刻板印象是获得早期和影响新兴的数学自我概念的年龄之前，有实际的差异，在数学成绩。
A total of 247 American children between 6 and 10 years of age (126 girls and 121 boys) completed Implicit Association Tests and explicit self-report measures assessing the association of (a) me with male (gender identity), (b) male with math (math-gender stereotype), and (c) me with math (math self-concept). Two findings emerged. First, as early as second grade, the children demonstrated the American cultural stereotype that math is for boys on both implicit and explicit measures. Second, elementary school boys identified with math more strongly than did girls on both implicit and self-report measures. The findings suggest that the math-gender stereotype is acquired early and influences emerging math self-concepts prior to ages at which there are actual differences in math achievement.