Mothers' Academic Gender Stereotypes and Education-Related Beliefs About Sons and Daughters in African American Families.
Mothers' Academic Gender Stereotypes and Education-Related Beliefs About Sons and Daughters in African American Families.
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非裔美国家庭中母亲对子女的学术性别刻板印象和与教育相关的信念。
DOI：
10.1037/a0018481
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发表时间：
2009
影响因子：
4.9
通讯作者：
Rowley,StephanieJ
中科院分区：
文献类型：
--
作者：
Wood,Dana;Kurtz-Costes,Beth;Okeke-Adeyanju,Ndidi;Rowley,StephanieJ
研究探讨了非裔美国母亲的学术性别刻板印象在塑造对自己孩子的成就相关期望和看法方面的作用。七年级和八年级学生的母亲 (N= 334) 完成了对孩子未来教育程度的期望、对孩子学业能力的看法以及学业性别刻板印象的测量。与假设一致，母亲对儿子的期望较低，并认为儿子的学业能力不如女儿。此外，母亲们还表示，在学术领域存在重女孩轻男孩的刻板印象；反过来，刻板印象的认可与母亲对自己孩子的教育期望和对其学业能力的信念有关，即使青少年的实际成绩受到控制。对非裔美国男孩学业能力的负面刻板印象可能会造成负面反馈循环，从而导致非裔美国人教育成果中性别差距的维持。（PsycInfo 数据库记录 (c) 2024 APA，保留所有权利）
The role of African American mothers' academic gender stereotype endorsement in shaping achievement-related expectations for and perceptions of their own children was examined. Mothers (N= 334) of 7th and 8th graders completed measures of expectations for their children's future educational attainment, perceptions of their children's academic competence, and academic gender stereotypes. Consistent with hypotheses, mothers held less favorable expectations for sons and perceived sons to be less academically competent than daughters. In addition, mothers reported stereotypes favoring girls over boys in academic domains; stereotype endorsement, in turn, was related to mothers' educational expectations for and beliefs about the academic competence of their own children, even with youths' actual achievement controlled. Negative stereotypes about the academic abilities of African American boys may create a negative feedback loop, thereby contributing to the maintenance of the gender gap in African Americans' educational outcomes.(PsycInfo Database Record (c) 2024 APA, all rights reserved)