Investigating Conflation of Sex and Gender Language in Student Writing About Genetics
Investigating Conflation of Sex and Gender Language in Student Writing About Genetics
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调查学生遗传学写作中性别和性别语言的合并
DOI：
10.1007/s11191-020-00177-9
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发表时间：
2020
影响因子：
2.8
通讯作者：
Donovan, B.M.
中科院分区：
文献类型：
--
作者：
Stuhlsatz, M.A.M.;Buck Bracey, Z.E.;Donovan, B.M.
性和社会性别的合并与本质主义思想的发展有关，这与现代社会偏见制度的正当性有关。这项探索性研究展示了一项对460名8 - 10年级学生进行的随机对照试验的结果，该试验调查了学生在写遗传学文章时混淆性和性别的程度。学生们被随机分配到三篇短文中的一篇，这三篇短文要么(1)解释植物性别的遗传学；(2)解释了人类性别的遗传学；(3)驳斥了神经遗传本质主义，提出了一种社会解释，来解释为什么女性在科学、技术、数学和工程领域获得的博士学位比男性少。虽然作者之前的研究结果表明，学生被分配到的条件与本质主义思维相关的心理指标之间存在联系，但没有研究表明，学生的语言使用如何可能暗示认知合并是理解这些结果的一个可能因素。在本研究中，我们分析学生在阅读后对建构回应写作任务的反应，以调查性别和性别语言的使用情况。所有三种情况下的学生都使用了性和性别语言。然而，在反驳文本条件下，学生倾向于故意使用性别和性别语言来解释博士学位，而在传统遗传学条件下，学生互换使用这两个术语，表明潜意识的混淆。学人类性别条件遗传学的学生比学植物性别条件遗传学的学生更容易出现这种混淆。讨论了对教学的启示。
Conflation of sex and gender is implicated in the development of essentialist thinking, which has been linked to the justification of systems of prejudice in modern society. This exploratory study presents findings from a person randomized control trial conducted with 460 students in 8th–10th grade that investigated the extent to which students conflate sex and gender in their writing about genetics. Students were randomly assigned to one of three short readings that either (1) explained the genetics of sex in plants; (2) explained the genetics of sex in humans; or (3) refuted neuro-genetic essentialism, offering instead a social explanation for why women receive fewer PhDs in science, technology, mathematics, and engineering than men. While previous findings from the authors suggest links between the condition students were assigned to and psychological indicators related to essentialist thinking, no work was done to investigate how students’ use of language might implicate cognitive conflation as a possible factor in understanding these results. In this study, student responses to a constructed response writing task given after the reading were analyzed to investigate the use of sex and gender language. Students in all three conditions used both sex and gender language. However, students in the refutational text condition tended to use sex and gender language deliberately in order to explain PhD attainment, while students in the traditional genetics conditions used the terms interchangeably, suggesting subconscious conflation. Students in the genetics of human sex condition were more likely to manifest this conflation than students in the genetics of plant sex condition. Implications for instruction are discussed.
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