The Impact of Gender Stereotypes on the Self-Concept of Female Students in STEM Subjects with an Under-Representation of Females.
The Impact of Gender Stereotypes on the Self-Concept of Female Students in STEM Subjects with an Under-Representation of Females.
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DOI：
10.3389/fpsyg.2017.00703
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发表时间：
2017
影响因子：
3.8
通讯作者：
Paechter M
中科院分区：
文献类型：
--
作者：
Ertl B;Luttenberger S;Paechter M
可以假设，学习STEM主题的女性比例较低的女性已经成功克服了学校和家庭中的障碍，使她们不太容易受到陈规定型观念和影响。本研究针对这些因素，分析家庭因素、学校相关因素和个人刻板印象对女性学业自我概念的影响程度。以下研究提出了一个潜在回归模型，该模型基于对来自德国不同大学的296名女性的调查，这些女性都是STEM研究项目的一部分，其中女性比例<30%。它是调查在何种程度上个人的刻板印象，在学校的支持，和家庭的支持有助于STEM的自我概念。性别刻板印象与学生的STEM自我概念呈负相关。这项研究还揭示了与家庭有关的负面影响，降低了女性的自我概念。另一方面，积极的预测因素包括学生在学校最喜欢的科目中发现的学校方面。研究结果为STEM教育提供了重要方面。尽管参与研究的学生在STEM方面可能取得了良好的成绩，但刻板印象仍然破坏了他们的自我概念。造成这种情况的原因之一可能在于刻板印象，即将女孩的成就归因于勤奋而不是天赋。结果还指出，直接支持，特别是父母的支持，会对女大学生的自我概念产生负面影响。旨在直接支持学生的活动实际上可能会适得其反，反而会传播刻板印象。这强调了在社会化过程中需要间接支持，例如，通过为孩子们提供积极体验的机会，或者让他们有机会见到对他们的STEM职业充满热情的榜样。这些措施有可能激发学生对STEM学科的兴趣，在本研究中，这被证明对女性在学习STEM主题时的积极自我概念特别有益。
It's possible to assume that women who study STEM topics with a low proportion of females have successfully overcome barriers in school and the family, making them less prone to stereotypic views, and influences. The present study focuses on these kinds of factors and analyzes to which degree family factors, school-related factors, and individual stereotypes may influence a woman's academic self-concept. The following study presents a latent regression model which is based on a survey of 296 women from different German universities, all of whom are part of STEM programs of study that have <30% females. It was investigated to which degree individual stereotypes, support in school, and family support contribute to the self-concept in STEM. Gender stereotypes were negatively related to students' STEM-specific self-concept in the selected sample. This study also reveals negative family-related influences that lower a woman's self-concept. Positive predictors on the other hand included school aspects that are found in the students' favorite subjects at school. The results of the study provide important aspects for STEM education. Even though the students participating in the study presumably had good grades in STEM, stereotypes still corrupted their self-concept. One of the reasons for this might lie in stereotypes that attribute girls' achievements to diligence instead of talent. The results also point out that direct support, particularly by parents, can have a negative impact on female students' self-concept. Activities that are meant to support pupils directly may actually backfire and transport stereotypes instead. This stresses the need for indirect support during socialization, e.g., by providing opportunities for children to have positive experiences or by giving them the chance to meet role models that are enthusiastic about their STEM professions. These kinds of measures have the potential to spur students' interest in STEM subjects—something that in the present study proved to be especially beneficial for women's positive self-concept when studying STEM topics.