Reducing the Gender Achievement Gap in College Science: A Classroom Study of Values Affirmation
Reducing the Gender Achievement Gap in College Science: A Classroom Study of Values Affirmation
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DOI：
10.1126/science.1195996
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发表时间：
2010-11-26
期刊：
影响因子：
56.9
通讯作者：
Ito, Tiffany A.
中科院分区：
文献类型：
--
作者：
Miyake, Akira;Kost-Smith, Lauren E.;Ito, Tiffany A.
在许多科学、技术、工程和数学学科中，女性在考试成绩上超过男性，危及她们在以科学为导向的课程和职业生涯中的成功。目前的研究测试了一种名为价值观肯定的心理干预在缩小大学水平的物理入门课上的性别成就差距方面的有效性。在这项随机双盲研究中，399名学生要么写下了他们最重要的价值观，要么不写，在为期15周的课程开始时写了两次。价值观肯定显著缩小了男女的成绩和学习差异，并将女性的情态成绩从C级提高到B级。对于那些倾向于支持男性在物理方面比女性做得更好的刻板印象的女性来说，好处最大。短暂的心理干预可能是解决科学成绩和学习方面的性别差异的一种有希望的方法。
In many science, technology, engineering, and mathematics disciplines, women are outperformed by men in test scores, jeopardizing their success in science-oriented courses and careers. The current study tested the effectiveness of a psychological intervention, called values affirmation, in reducing the gender achievement gap in a college-level introductory physics class. In this randomized double-blind study, 399 students either wrote about their most important values or not, twice at the beginning of the 15-week course. Values affirmation reduced the male-female performance and learning difference substantially and elevated women's modal grades from the C to B range. Benefits were strongest for women who tended to endorse the stereotype that men do better than women in physics. A brief psychological intervention may be a promising way to address the gender gap in science performance and learning.