The Effects of Gender Stereotypic and Counter-Stereotypic Textbook Images on Science Performance
The Effects of Gender Stereotypic and Counter-Stereotypic Textbook Images on Science Performance
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DOI：
10.1080/00224540903366552
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发表时间：
2010-01-01
影响因子：
2.1
通讯作者：
Wingfield, Lylan C.
中科院分区：
文献类型：
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作者：
Good, Jessica J.;Woodzicka, Julie A.;Wingfield, Lylan C.
本研究探讨了性别刻板印象和反刻板印象对男女高中生科学理解和焦虑的影响。我们预测刻板印象会诱发女性刻板印象威胁，并损害科学表现。反刻板印象的图像被预测，以减轻威胁，提高女性的表现。学生阅读三个化学课之一，每一个包含相同的文本，与照片的内容根据刻板印象的条件。然后，参与者完成了理解测试和焦虑测量。结果表明，女学生有更高的理解后，观看反刻板形象（女科学家）比观看刻板形象（男科学家）。男生在观看刻板印象图像后的理解力高于观看反刻板印象图像后的理解力。缓解科学成就的性别差距的影响进行了讨论。
We investigated the effect of gender stereotypic and counter-stereotypic images on male and female high school students' science comprehension and anxiety. We predicted stereotypic images to induce stereotype threat in females and impair science performance. Counter-stereotypic images were predicted to alleviate threat and enhance female performance. Students read one of three chemistry lessons, each containing the same text, with photograph content varied according to stereotype condition. Participants then completed a comprehension test and anxiety measure. Results indicate that female students had higher comprehension after viewing counter-stereotypic images (female scientists) than after viewing stereotypic images (male scientists). Male students had higher comprehension after viewing stereotypic images than after viewing counter-stereotypic images. Implications for alleviating the gender gap in science achievement are discussed.