Gender bias in female elementary teachers' perceptions of the scientific ability of students
Gender bias in female elementary teachers' perceptions of the scientific ability of students
复制标题
女小学教师对学生科学能力认知的性别偏见
DOI：
10.1002/sce.3730760204
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发表时间：
1992
影响因子：
4.3
通讯作者：
Edward L. Pizzini
中科院分区：
文献类型：
--
作者：
Daniel P. Shepardson;Edward L. Pizzini
调查了教师对小学生（2-6年级）科学能力的看法中的性别偏见。42名女小学教师完成了一份科学技能清单，其中列出了他们学生的名字，并确定了每个人拥有的科学技能。确定了515名男性和535名女性。列出了1，575项科学技能。男性有788项技能，女性有787项技能。为了进行分析，技能被分为4类：无技能、社交技能、认知过程技能和认知智力技能。女孩被认为比男孩更注重认知过程。然而，人们普遍认为男孩比女孩更具有认知智力科学技能。这种观念可能导致对女孩的差别待遇，造成男女科学能力发展的差异。（PsycInfo数据库记录（c）2016阿帕，保留所有权利）
Investigated gender bias in teachers' perceptions of the scientific ability of grade school students (Grades 2–6). 42 female elementary school teachers completed a Scientific Skills Inventory in which they listed the names of their students and identified what scientific skills each possessed. 515 males and 535 females were identified. 1,575 scientific skills were listed. 788 skills were listed for males and 787 for females. For analysis, skills were collapsed into 4 categories: no skills, social skills, cognitive process skills, and cognitive intellectual skills. Girls were perceived to be more cognitive process oriented than boys. However, boys were generally perceived to possess cognitive intellectual scientific skills to a greater degree than girls. Such perceptions may result in differential treatment of girls, contributing to a discrepancy in the development of scientific ability across gender.(PsycINFO Database Record (c) 2016 APA, all rights reserved)