The Acquisition of Gender Stereotypes about Intellectual Ability: Intersections with Race
The Acquisition of Gender Stereotypes about Intellectual Ability: Intersections with Race
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DOI：
10.1111/josi.12352
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发表时间：
2019-10-10
影响因子：
3.9
通讯作者：
Cimpian, Andrei
中科院分区：
文献类型：
--
作者：
Jaxon, Jilana;Lei, Ryan F.;Cimpian, Andrei
人们普遍认为，聪明才智是男性的特点，这是女性在许多有声望的职业中取得成功的障碍。这种性别辉煌的刻板印象是强大的，部分原因是它似乎是在生命的早期获得的，因此可能会塑造女孩的职业抱负。然而，迄今为止，关于这一定型观念的研究尚未考虑到它的获得如何与（1）男性和女性被认为拥有的其他社会身份以及（2）儿童本身拥有的社会身份交叉。本研究报告审查了这些未决问题。首先，我们比较了5岁和6岁的儿童（N = 203）的假设的智力能力的白色男性和女性的假设的智力能力的黑人男性和女性。其次，我们比较了白色儿童对男性和女性的智力能力的假设与有色人种儿童（主要是拉丁裔，黑人和亚洲人）的假设。结果表明了两个主要结论：第一，孩子们学会了将白色男性（与女性），而不是黑人男性（与女性）与辉煌联系起来。事实上，孩子们通常认为黑人男性不如黑人女性聪明。第二，研究结果表明，将白色男人与聪明联系在一起的刻板印象在孩子们中是共享的，而不管他们自己的种族。这些结果增加了相当大的细微差别的文献发展的性别定型观念的智力能力，并有可能实施的政策，以防止这些定型观念的负面影响的影响。
The common stereotype that brilliance is a male trait is an obstacle to women's success in many prestigious careers. This gender-brilliance stereotype is powerful in part because it seems to be acquired early in life and might thus shape girls' career aspirations. To date, however, research on this stereotype has not considered how its acquisition might intersect with (1) the other social identities that men and women are perceived to hold, and (2) the social identities that children themselves hold. The present study examined these open questions. First, we compared 5- and 6-year-old children's (N = 203) assumptions about the intellectual abilities of White men and women with their assumptions about the intellectual abilities of Black men and women. Second, we compared White children's assumptions about the intellectual abilities of men and women with those of children of color (primarily Latinx, Black, and Asian). The results suggested two main conclusions: First, children learn to associate White men (vs. women), but not Black men (vs. women), with brilliance. In fact, children generally see Black men as less brilliant than Black women. Second, the results suggested that the stereotype associating White men with brilliance is shared by children regardless of their own race. These results add considerable nuance to the literature on the development of gender stereotypes about intellectual ability and have implications for policies that might be implemented to prevent the negative effects of these stereotypes.