Gender and Mother-Child Interactions during Mathematics Homework: The Importance of Individual Differences
Gender and Mother-Child Interactions during Mathematics Homework: The Importance of Individual Differences
复制标题
数学作业中的性别和母子互动：个体差异的重要性
DOI：
10.1353/mpq.2008.0017
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发表时间：
2008
期刊：
影响因子：
--
通讯作者：
Liza M Hirsch
中科院分区：
文献类型：
--
作者：
S. Lindberg;J. Hyde;Liza M Hirsch
当代家庭是否提倡围绕数学的性别差异或平等主义态度和行为？目前的研究考察了数学作业中的母子互动，作为当代性别社会化的一个缩影。结果发现，在数学作业互动中，母亲对待五年级儿子和女儿的方式存在个体差异，母亲的性别角色态度和数学教育对此有调节作用。传统的母亲，尤其是那些受过较高数学教育的母亲，比平等主义母亲表现出更多的性别差异。母亲和孩子对数学的态度也存在类似的个体差异。这些发现揭示了性别社会化的微妙之处，表明母亲的性别角色态度、儿童的性别角色认同和母亲的教育都在儿童数学态度和行为的性别差异中发挥着重要作用。
Do contemporary families promote gender-differentiated or egalitarian attitudes and behavior surrounding mathematics? The current study examined mother-child interactions during mathematics homework as a microcosm of contemporary gender socialization. Results revealed individual differences in mothers' treatment of their fifth-grade sons and daughters during mathematics homework interactions, with effects moderated by mothers' gender-role attitudes and mathematics education. Traditional mothers, especially those with greater mathematics education, showed more gender differentiation than egalitarian mothers. Similar individual differences were seen in mothers' and children's attitudes toward mathematics. These findings illustrate the subtlety of gender socialization by showing that mothers' gender-role attitudes, children's gender-role identities, and mothers' education all play important roles in the gender differentiation of children's mathematics attitudes and behavior.
影响因子：
4
作者：
Fredricks, JA;Eccles, JS
通讯作者：
Eccles, JS