Competency beliefs, positive affect, and gender stereotypes of elementary students and their parents about science versus other school subjects
Competency beliefs, positive affect, and gender stereotypes of elementary students and their parents about science versus other school subjects
复制标题
DOI：
10.1002/(sici)1098-2736(199908)36:6
复制
发表时间：
1999-08-01
影响因子：
4.6
通讯作者：
Chambers, S
中科院分区：
文献类型：
--
作者：
Andre, T;Whigham, M;Chambers, S
爱荷华州的学生和家长完成了有关学校科目的态度和信念问卷。K-3年级的学生接受的问卷比4-6年级的学生或家长简单。在4-6年级的儿童中，女孩认为更高的阅读能力比男孩，但男孩认为更高的能力，在物理科学。所有的孩子认为物理科学能力低于阅读或数学能力。父母认为男孩在科学方面更有能力。女孩比男孩更喜欢阅读;男孩和女孩在喜欢科学方面没有差异。4-6年级的孩子对物理科学的期望也比对阅读的期望低，对物理科学的重视程度也比对阅读的重视程度低。父母认为科学对男孩更重要，并期望男孩表现更好。与数学或科学相关的工作被认为是男性主导的。这些结果提供了一个更全面的画面，在小学科学的态度和信念比已经存在的，并建议有关物理科学的态度性别差异开始发展的最早的小学几年。政策含义是，旨在促进性别平等的干预方案应扩展到小学早期，也应该解决父母的态度。对政策和研究的其他影响进行了讨论。(C)John Wiley & Sons，Inc.
Iowa students and parents completed related attitude and belief questionnaires about school subjects. Grade K-3 students received simpler questionnaires than did Grade 4-6 students or parents. Among Grade 4-6 children, girls perceived higher competence in reading than did boys, but boys perceived higher competence in physical science. All children perceived physical science competence lower than reading or math competence. Parents perceived boys as more competent in science. Girls like reading more than boys did; boys and girls did not differ in liking of science. Grade 4-6 children also expected lower grades in and attached lower importance to physical science than to reading. Parents perceived science as more important for boys and expected higher performance of boys. Jobs related to math or science were seen as more male dominated. These results provided a more comprehensive picture of attitudes and beliefs about science in the elementary school than had existed and suggested that attitudinal gender differences related to physical science begin to develop by the earliest elementary school years. Policy implications are that intervention programs designed to promote gender equity should be extended to the early elementary school years and also should address parental attitudes. Additional implications for policy and research are discussed. (C) 1999 John Wiley & Sons, Inc.