Gender Stereotypes about Mathematics and Science and Self-Perceptions of Ability in Late Childhood and Early Adolescence
Gender Stereotypes about Mathematics and Science and Self-Perceptions of Ability in Late Childhood and Early Adolescence
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关于数学和科学的性别刻板印象以及儿童晚期和青春期早期能力的自我认知
DOI：
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发表时间：
2008
期刊：
影响因子：
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通讯作者：
Taniesha A. Woods
中科院分区：
文献类型：
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作者：
Beth Kurtz;Stephanie J. Rowley;April Harris;Taniesha A. Woods
在302名四年级、六年级和八年级学生中测试了儿童对成人关于数学和科学能力的性别刻板印象的感知、儿童的刻板印象和儿童对自己的数学和科学能力的感知之间的模型。当男孩认为成年人持有更多的传统刻板印象时，他们倾向于持有相应的信念，即女孩相对较弱，或者男孩在数学和科学方面更有能力。这些小组能力评级反过来又与六年级和八年级男孩对能力的自我认知有关。相比之下，大多数路径对女孩来说都不重要。研究结果为社会地位理论和经验理论提供了支持。我们讨论了刻板印象对动机和身份发展的影响。
A model linking children's perceptions of adults' gender stereotypes about mathematics and science ability, children's stereotypes, and children's perceptions of their own mathematics and science competence was tested in 302 fourth, sixth, and eighth graders. When boys believed that adults hold more traditional stereotypes, they tended to hold corresponding beliefs that girls are relatively less capable or that boys are more capable in mathematics and science. These group competence ratings, in turn, were related to self-perceptions of ability for sixth-and eighth-grade boys. In contrast, most paths were nonsignificant for girls. The results provided support for both social status theory and experiential theory. We discuss implications regarding the influence of stereotypes on motivation and identity development.
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影响因子：
4
作者：
Fredricks, JA;Eccles, JS
通讯作者：
Eccles, JS
影响因子：
4.6
作者：
Jacobs, JE;Lanza, S;Wigfield, A
通讯作者：
Wigfield, A
影响因子：
4.6
作者：
ECCLES, J;WIGFIELD, A;BLUMENFELD, P
通讯作者：
BLUMENFELD, P
影响因子：
16.4
作者：
Steele, CM
通讯作者：
Steele, CM