Do teachers equate male and masculine with lower academic engagement? How students’ gender enactment triggers gender stereotypes at school
Do teachers equate male and masculine with lower academic engagement? How students’ gender enactment triggers gender stereotypes at school
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教师是否将男性和阳刚之气等同于较低的学术参与度？
DOI：
10.1007/s11218-015-9303-0
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发表时间：
2015
影响因子：
2.9
通讯作者：
Kessels
中科院分区：
文献类型：
--
作者：
Heyder;Kessels
目前，女孩在总体学业成绩方面优于男孩。相应的性别陈规定型观念将男生描绘成懒惰和麻烦的人，而将女生描绘成勤奋和顺从的人。本研究调查了这些定型观念是否影响教师对学生的看法，以及学生在学校中明显表现出的性别（表现得非常男性化或女性化）是否增加了这些定型观念对教师对学生看法的影响。我们假设，教师会归因于更多的行为，阻碍学习和更少的行为，促进学习的男性学生相比，表现出性别中立的行为和女性学生相比，男性学生谁制定男性气质。三个试点研究（N= 104;N= 82;N= 86）产生了预先测试的材料，随机小插曲研究N = 104名教师。教师阅读一个随机分配的小插曲，描述一个男（或女）学生扮演他（或她）的性别（或不），并在2（之间：目标学生的性别）× 2（之间：性别设定[是/否]）× 2（之间：教师的性别）× 2（内：归因行为）析因设计中评估这个学生表现出阻碍或促进学习的行为的可能性。正如预期的那样，表现出男子气概的男学生被评为学术参与度最低的。对目前关于男孩学业成绩较低原因的辩论的结果进行了讨论。
Girls presently outperform boys in overall academic success. Corresponding gender stereotypes portray male students as lazy and troublesome and female students as diligent and compliant. The present study investigated whether these stereotypes impact teachers’ perceptions of students and whether students’ visible enactment of their gender at school (behaving in a very masculine or feminine way) increases the impact of these stereotypes on teachers’ perceptions of students. We hypothesized that teachers would ascribe more behavior that impedes learning and less behavior that fosters learning to male students who enact masculinity as compared with male students who show gender-neutral behavior and female students. Three pilot studies (N= 104;N= 82;N= 86) yielded pretested material for a randomized vignette study ofN= 104 teachers. The teachers read one randomly assigned vignette describing a male (or female) student enacting his (or her) gender (or not) and rated how likely this student would be to display behaviors that impede or foster learning in a 2 (between: target students’ gender) × 2 (between: gender enactment [yes/no]) × 2 (between: teachers’ gender) × 2 (within: ascribed behavior) factorial design. As expected, male students enacting masculinity were rated as showing the lowest amount of academic engagement. Results are discussed with regard to the current debate on the causes of boys’ lower academic success.