Children's Gender Stereotypes About Math: The Role of Stereotype Stratification1
Children's Gender Stereotypes About Math: The Role of Stereotype Stratification1
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儿童对数学的性别刻板印象：刻板印象分层的作用1
DOI：
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发表时间：
2003
期刊：
影响因子：
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通讯作者：
J. Steele
中科院分区：
文献类型：
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作者：
J. Steele
女性在标准化数学测试中的表现不如男性。然而，女孩在数学上的表现即使不比男孩好，也和男孩一样好。本文提出，这种差异可以部分解释为刻板印象分层过程，在这个过程中，消极群体内刻板印象的目标将自己视为不适用刻板印象的子群体的成员。两个针对小学生的实验为这一理论提供了支持。在研究1中，女生将高阶数学图片与男生放在一起的频率高于将基础数学图片与男生放在一起的频率。此外，女孩认为男人比女人更喜欢数学，也更擅长数学，但在这些变量上，女孩和男孩是平等的。在研究2中，当被告知一个成年数学家的故事时，女孩更有可能画一个男人，但当被告知一个儿童数学家的故事时，女孩更有可能画一个女孩。讨论了这些发现的社会和教育意义。
Women underperform on standardized math tests compared to men. However, girls perform as well if not better than boys in math. In this paper, it is proposed that this discrepancy may be explained in part by a process of stereotype stratification, in which targets of a negative in-group stereotype view themselves as a member of a subgroup to which the stereotype does not apply. Two experiments with elementary-school children provide support for this theory. In Study 1, girls placed advanced math pictures with males more often than basic math pictures. In addition, girls rated men as liking and as being better at math than women, but viewed boys and girls as being equal on these variables. In Study 2, girls were more likely to draw a man when told a story about an adult mathematician, but were more likely to draw a girl when told of a child mathematician. The social and educational implications of these findings are discussed.
面对否定时维持刻板印象：为细分异常者构建基础。
影响因子：
7.6
作者：
Kunda,Z;Oleson,KC
通讯作者：
Oleson,KC
刻板印象表示中的子类型与子分组过程。
影响因子：
7.6
作者：
Maurer,KL;Park,B;Rothbart,M
通讯作者：
Rothbart,M
影响因子：
16.4
作者：
Steele, CM
通讯作者：
Steele, CM