How gender differences in academic engagement relate to students' gender identity
How gender differences in academic engagement relate to students' gender identity
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DOI：
10.1080/00131881.2014.898916
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发表时间：
2014-04-03
影响因子：
3.5
通讯作者：
Hannover, Bettina
中科院分区：
文献类型：
--
作者：
Kessels, Ursula;Heyder, Anke;Hannover, Bettina
背景：教育成果的性别差异涉及许多不同的领域。例如，在一些教育环境中，男孩在教育成功的指标上落后于女孩，例如离开证书和就读的学校类型。在测试成绩的研究中，男孩在阅读方面的能力通常低于女孩，但在学校与数学相关的科目上往往表现出更高的能力。虽然性别之间的能力差异可能相对较小，但它们与学生在校期间出现的与动机相关的变量的差异要大得多，因此似乎通过性别教育和职业偏好将学生引导到终身性别道路上。目的：从心理学的角度出发，我们提出了兴趣同一性调节模型(IIRM)，作为理解教育结果中许多性别差异的有用工具。具体地说，重点放在两个研究领域：女孩和妇女在数学和科学等学科中的代表性不足；男孩在学校的参与度普遍较低。证据来源：报道了最近的研究结果，主要是从心理学的角度使用定量测量和实证研究测试IIRM，以说明学生的性别认同和学术领域(如数学)的性别社会意义之间相互作用的不同方面，以及总体上的学术参与。主要论点：IIRM认为，学生的性别认同与与学校不同可能行为(例如，选择科目、是否投资努力)有关的性别社会意义之间的感知契合性是学生指导其学习活动的相关启发式方法。男性对数学和科学的刻板印象意味着，女孩的性别认同与这些领域的参与度之间存在更大的不匹配。认为在学校展示努力和投入是女性的观念导致了男孩的性别认同和总体上的学业投入之间的不匹配。结论：为了缓解教育结果中的性别差异，让学生在资历和职业方面走上终身的性别道路，了解这些学术选择与学生的性别认同有多么密切的关系，将是有益的。干预措施的目的应该是增强学生的性别认同与参与特定学科或学习活动之间的个人感知契合度。此类干预措施的性质将是未来研究的一个重要课题。
Background: Gender differences in educational outcomes encompass many different areas. For example, in some educational settings, boys lag behind girls on indicators of educational success, such as leaving certificates and type of school attended. In studies testing performance, boys typically show lower competence in reading compared with girls, yet tend to show higher competence in school subjects related to mathematics. While such differences in competence between the genders can be relatively small, they coincide with much greater differences in motivation-related variables emerging during the school years, and thus seem to channel students into lifelong gendered pathways via gendered educational and occupational preferences. Purpose: From a psychological perspective, we propose the Interests as Identity Regulation Model (IIRM) as a useful tool for understanding many of the gender differences in educational outcomes. Specifically, the focus is on two areas of research: girls' and women's under-representation in subjects such as maths and science; and boys' lower engagement at school in general. Sources of evidence: Findings from recent research, mostly from a psychological perspective using quantitative measures and empirical studies testing the IIRM, are reported to illustrate different aspects of the interplay between students' gender identity and gendered social meanings of academic domains (such as maths), as well as academic engagement in general. Main argument: IIRM suggests that the perceived fit between students' gender identity and the gendered social meanings associated with different possible behaviours at school (e.g. choosing a subject, investing effort or not) is a relevant heuristic for students' directing of their learning activities. The male stereotyping of maths and science implies a greater misfit between girls' gender identity and engagement in these domains. The perception that displaying effort and engagement at school is feminine leads to a misfit between boys' gender identity and academic engagement in general. Conclusions: Attempts to alleviate gender differences in educational outcomes that channel students into lifelong gendered pathways with regard to qualifications and occupations will benefit from an understanding of how closely these academic choices are related to students' gender identity. Interventions should aim at enhancing the individually perceived fit between a student's gender identity and engagement in specific subjects or learning activities. The nature of such interventions will be an important topic of future research.