Science and Math Interest and Gender Stereotypes: The Role of Educator Gender in Informal Science Learning Sites.
Science and Math Interest and Gender Stereotypes: The Role of Educator Gender in Informal Science Learning Sites.
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DOI：
10.3389/fpsyg.2021.503237
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发表时间：
2021
影响因子：
3.8
通讯作者：
Mulvey KL
中科院分区：
文献类型：
--
作者：
McGuire L;Monzavi T;Hoffman AJ;Law F;Irvin MJ;Winterbottom M;Hartstone-Rose A;Rutland A;Burns KP;Butler L;Drews M;Fields GE;Mulvey KL
对科学和数学的兴趣在鼓励STEM动机和职业抱负方面发挥着重要作用。女孩在童年后期和青春期之间的这种兴趣有所减少。与此相关的是，女教师的积极辅导经验可以保护女孩不失去兴趣。本研究探讨是否游客非正式的科学学习网站（ISLS，科学中心，动物园和水族馆）不同，在他们表达的科学和数学的兴趣，以及他们的科学和数学的刻板印象与男性或女性教育工作者的互动。参与者（n = 364;儿童早期，n = 151，法师= 6.73;儿童晚期，n = 136，法师= 10.01;青春期，n = 59，法师= 13.92）是美国和英国四个ISLS之一的游客。在与男性或女性教育工作者进行互动后，他们报告了他们对数学和科学的兴趣，并对数学和科学性别刻板印象措施做出了回应。女性参与者在与女性教育家互动后对数学的兴趣更大，与男性教育家互动时相比。反过来，与女性教育家互动的女性参与者不太可能报告男性偏见的数学性别刻板印象。自我报告的科学兴趣没有不同的教育工作者性别的功能。这些研究结果表明，当旨在鼓励STEM兴趣和挑战非正式环境中的性别陈规定型观念时，我们必须考虑教育者和学习者性别的重要性。
Interest in science and math plays an important role in encouraging STEM motivation and career aspirations. This interest decreases for girls between late childhood and adolescence. Relatedly, positive mentoring experiences with female teachers can protect girls against losing interest. The present study examines whether visitors to informal science learning sites (ISLS; science centers, zoos, and aquariums) differ in their expressed science and math interest, as well as their science and math stereotypes following an interaction with either a male or female educator. Participants (n = 364; early childhood, n = 151, Mage = 6.73; late childhood, n = 136, Mage = 10.01; adolescence, n = 59, Mage = 13.92) were visitors to one of four ISLS in the United States and United Kingdom. Following an interaction with a male or female educator, they reported their math and science interest and responded to math and science gender stereotype measures. Female participants reported greater interest in math following an interaction with a female educator, compared to when they interacted with a male educator. In turn, female participants who interacted with a female educator were less likely to report male-biased math gender stereotypes. Self-reported science interest did not differ as a function of educator gender. Together these findings suggest that, when aiming to encourage STEM interest and challenge gender stereotypes in informal settings, we must consider the importance of the gender of educators and learners.
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DOI：
10.1007/s10763-011-9314-z
发表时间：
2012-06-01
影响因子：
2.2
作者：
Lamb, Richard Lawrence;Annetta, Leonard;Vallett, David
通讯作者：
Vallett, David
影响因子：
4.3
作者：
Bamberger, Yael;Tal, Tali
通讯作者：
Tal, Tali
影响因子：
4.3
作者：
Riegle-Crumb, Catherine;Moore, Chelsea;Ramos-Wada, Aida
通讯作者：
Ramos-Wada, Aida
DOI：
10.1177/0011000010374775
发表时间：
2010-10
期刊：
The Counseling psychologist
影响因子：
--
作者：
Oyserman D;Destin M
通讯作者：
Destin M
影响因子：
4
作者：
Marx, DM;Roman, JS
通讯作者：
Roman, JS