Parents’ Math Gender Stereotypes and Their Correlates: An Examination of the Similarities and Differences Over the Past 25 Years
Parents’ Math Gender Stereotypes and Their Correlates: An Examination of the Similarities and Differences Over the Past 25 Years
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父母的数学性别刻板印象及其相关因素：对过去 25 年的异同的考察
DOI：
10.1007/s11199-022-01337-7
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发表时间：
2022
期刊：
影响因子：
3.8
通讯作者：
Simpkins, Sandra D.
中科院分区：
文献类型：
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作者：
Starr, Christine R.;Gao, Yannan;Lee, Glona;Safavian, Nayssan;Rubach, Charlott;Dicke, Anna-Lena;Eccles, Jacquelynne S.;Simpkins, Sandra D.
尽管人们可能会认为，多年来对数学的传统性别刻板印象已经减少，但这一假设仍有待检验。我们对父母对数学能力及其相关因素的性别刻板印象随着时间的推移发生了多大程度的变化，或者它们在研究方法和种族/族裔群体中复制的程度知之甚少。为了解决这些问题，我们使用了 1984 年至 2009 年收集的四个美国纵向数据集（n = 537–14,470，49–53% 女孩，32–95% 白人，1–59% 黑人，0–22% 拉丁裔），其中包括类似的调查项目。在所有数据集中，家长认为男孩的数学成绩比女孩更好。这在白人父母中尤其一致，有利于男孩的小影响在涵盖三十年的所有四个数据集中都得到了复制。与白人父母相比，黑人和拉丁裔父母偏爱男孩的可能性明显较小。在控制了父母的教育、收入和孩子的数学成绩后，父母的传统性别刻板印象与女孩的数学自我概念显着呈负相关，这种微小的影响在所有四个数据集中都得到了复制。这些发现对教师和家长都有影响，因为家长（尤其是白人家长）更有可能持有传统的数学性别刻板印象，这与孩子的数学自我概念有关。
Though one might imagine that traditional gender stereotypes about math have lessened over the years, this assumption remains to be tested. We know little about the extent to which parents’ gender stereotypes about math abilities and their correlates have changed over time or the extent to which they replicate across research methods and racial/ethnic groups. To address these issues, we used four longitudinal U.S. datasets collected from 1984 to 2009 (n’s= 537–14,470, 49–53% girls, 32–95% White, 1–59% Black, 0–22% Latinx) that included similar survey items. Across the datasets, parents believed that boys were better at math than girls. This was particularly consistent among White parents, where the small effects favoring boys replicated across all four datasets covering three decades. Compared to White parents, Black and Latinx parents were significantly less likely to favor boys. After controlling for parent education, income, and their child’s math grade, parents’ traditional gender stereotypes were significantly and negatively associated with girls’ math self-concept, a small effect that replicated across all four datasets. These findings have implications for teachers and parents, as parents (particularly White parents) were significantly more likely to hold traditional math gender stereotypes, which relates to children’s math self-concept.
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石井，N.；A.W.M.辛普森；C.C.阿什利：科学。
DOI：
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DOI：
--
发表时间：
2008
期刊：
影响因子：
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作者：
Beth Kurtz;Stephanie J. Rowley;April Harris;Taniesha A. Woods
通讯作者：
Taniesha A. Woods
影响因子：
2.7
作者：
Gardner, DG;Cummings, LL
通讯作者：
Cummings, LL
影响因子：
3.9
作者：
ECCLES, JS;JACOBS, JE;HAROLD, RD
通讯作者：
HAROLD, RD
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影响因子：
4.9
作者：
Wood,Dana;Kurtz-Costes,Beth;Okeke-Adeyanju,Ndidi;Rowley,StephanieJ
通讯作者：
Rowley,StephanieJ