Are Boys Left Behind at School? Reviewing and Explaining Education-Related Gender Disparities

男孩在学校落伍吗?

基本信息

项目摘要

Based on the applicants' research approach "Academic development as identity development of children and adolescents", the prior research project tested several different possible explanations for boys' relatively lower academic success by using experimental and quasiexperimental design studies. Our results indicate firstly that boys react to the stereotype of boys as "scholastic failures" by lower achievements in stereotypically female school subjects (like German), but at the same time with higher motivation in stereotypically male school subjects. Secondly, we did not find indications for automatic or implicit associations between school and femininity in boys, but rather that it is their explicit and purposeful enactments of masculinity at school which clash with scholastic demands. In the submitted research proposal we aim at describing, analysing, and testing the effects of a deliberate self presentation as male at school which encompasses a whole cluster of attitudes and behaviours that we call "acting male". We propose that acting male at school has effects on academic motivation and achievement. Specifically, we plan studies regarding two different aspects of acting male: boys' attempts to avoid the impression of effort investment at school (Studies Block Ia) and boys' attempts to present themselves as autonomous persons who are not controlled by teachers and do not care about their appreciation (Studies Block Ib). Additional studies are testing treatments that can be translated to interventions at schools which aim at making acting male at school for boys psychologically superfluous or at reducing the negative effects of acting male on boys' academic motivation and performance (Studies Block II).
本研究基于申请人“学业发展即儿童与青少年的认同发展”的研究思路,采用实验和准实验设计研究,对男孩相对较低的学业成就进行了几种可能的解释。我们的研究结果首先表明,男孩对“学业失败”的刻板印象的反应是,在典型的女性学校科目(如德语)上取得较低的成绩,但同时在典型的男性学校科目上表现出较高的动机。其次,我们没有发现男生在学校和女性气质之间自动或隐含的联系,而是他们在学校明确和有目的地表现出男性气质,这与学业要求相冲突。在提交的研究计划中,我们的目标是描述、分析和测试故意在学校表现为男性的影响,其中包括一整套我们称之为“表现男性”的态度和行为。我们提出在学校扮演男性角色对学习动机和成绩有影响。具体来说,我们计划研究表现男性的两个不同方面:男孩试图避免在学校努力投入的印象(研究块a)和男孩试图将自己呈现为不受教师控制的自主人,不关心他们的赞赏(研究块b)。另外的研究正在测试可以转化为学校干预措施的治疗方法,其目的是在心理上使男孩在学校表现得像个男人,或减少表现得像个男人对男孩的学习动机和成绩的负面影响(研究第二部分)。

项目成果

期刊论文数量(8)
专著数量(0)
科研奖励数量(0)
会议论文数量(0)
专利数量(0)
Smart Girls, Dumb Boys!? How the Discourse on ''Failing Boys'' Impacts Performances and Motivational Goal Orientation in German School Students
聪明的女孩,愚蠢的男孩!?
  • DOI:
    10.1027/1864-9335/a000167
  • 发表时间:
    2014
  • 期刊:
  • 影响因子:
    1.8
  • 作者:
    Latsch;Hannover
  • 通讯作者:
    Hannover
Do teachers equate male and masculine with lower academic engagement? How students’ gender enactment triggers gender stereotypes at school
教师是否将男性和阳刚之气等同于较低的学术参与度?
  • DOI:
    10.1007/s11218-015-9303-0
  • 发表时间:
    2015
  • 期刊:
  • 影响因子:
    2.9
  • 作者:
    Heyder;Kessels
  • 通讯作者:
    Kessels
Gender-typicality of activity offerings and child–teacher relationship closeness in German “Kindergarten”. Influences on the development of spelling competence as an indicator of early basic literacy in boys and girls
德国“幼儿园”中活动提供的性别典型性和儿童与教师关系的密切程度对作为男孩和女孩早期基本识字指标的拼写能力发展的影响
Reading is for girls!? The negative impact of preschool teachers' traditional gender role attitudes on boys' reading related motivation and skills
读书是女孩子的事!?
  • DOI:
    10.3389/fpsyg.2015.01267
  • 发表时间:
    2015
  • 期刊:
  • 影响因子:
    3.8
  • 作者:
    Wolter;Hannover
  • 通讯作者:
    Hannover
Die Wertschätzung schulischer Anstrengung als Mediator von Geschlechtsunterschieden in Noten
重视学术努力作为成绩性别差异的中介因素
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Professorin Dr. Bettina Hannover其他文献

Professorin Dr. Bettina Hannover的其他文献

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{{ truncateString('Professorin Dr. Bettina Hannover', 18)}}的其他基金

Effects and moderators of Stereotype threat in vocabulary/language learning situations among primary and secondary school students of Turkish origin
土耳其裔中小学生词汇/语言学习情境中刻板印象威胁的影响和调节因素
  • 批准号:
    392231161
  • 财政年份:
    2018
  • 资助金额:
    --
  • 项目类别:
    Research Grants
Geschlechtsspezifische Sozialbeziehungen als Determinanten früher Bildungsprozesse: Eine Berliner Längsschnittstudie zum Einfluss der Bindungen zu Erzieher/Inne/n und Primarstufenlehrer/inne/n auf die Bindungskarriere von Mädchen und Jungen
特定性别的社会关系作为早期教育过程的决定因素:关于教育工作者和小学教师的关系对女孩和男孩依恋职业影响的柏林纵向研究
  • 批准号:
    20191193
  • 财政年份:
    2006
  • 资助金额:
    --
  • 项目类别:
    Research Grants
Self as Knower and Self as Known. The interaction of declarative and procedural self-knowledge.
作为认识者的自我和作为已知的自我。
  • 批准号:
    5307098
  • 财政年份:
    2001
  • 资助金额:
    --
  • 项目类别:
    Research Grants
The influence of the image of mathematics and the natural sciences on the development of interest and perfomance in schools
数学和自然科学形象对学校兴趣和表现发展的影响
  • 批准号:
    5300260
  • 财政年份:
    2000
  • 资助金额:
    --
  • 项目类别:
    Priority Programmes

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