The Development and Consequences of the Stereotype that Girls Must Work Harder than Boys to Succeed in Math

女孩必须比男孩更努力才能在数学上取得成功的刻板印象的发展及其后果

• 批准号: 10618544
• 负责人: Jillian E Lauer
• 金额: $ 3.49万
• 依托单位: NEW YORK UNIVERSITY
• 依托单位国家: 美国
• 财政年份: 2022
• 资助国家: 美国
• 起止时间: 2022-09-08 至 2023-02-01
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/10618544
• 关键词: Achievement; Address; Adult; Age; Anxiety; Attitude; Belief; Child; Childhood; Dedications; Development; Discipline; Education; Educational Activities; Evaluation; Exhibits; Expenditure; Exposure to; Female; Gender; Goals; Intervention; Investigation; Learning; Mathematics; Motivation; Outcome; Parents; Perception; Performance; Process; Reporting; Research; Role; STEM field; Schools; Science, Technology, Engineering and Mathematics; Scientific Advances and Accomplishments; Self Concept; Signal Transduction; Social Processes; Stereotyping; Swimming; Talents; Testing; Woman; Work; boys; design; effective intervention; elementary school; expectation; first grade; gender difference; girls; insight; interest; junior high school; learning outcome; male; mathematical ability; mathematical learning; men; motivational processes; novel; peer; psychologic; social; success; teacher; tool

PROJECT SUMMARY Whereas men's intellectual successes are often described as resulting from intrinsic talent, women's intellectual successes are more often credited to their dedicated efforts (Swim & Sanna, 1996). These gender- stereotyped attributions of success are particularly pronounced when evaluating others' achievements in male- dominated science, technology, engineering, and math (STEM) fields. That is, whereas men's scientific accomplishments are often ascribed to natural talents, women's similar successes are more often attributed to their dedication. Children's math achievements are also subject to these stereotype-driven evaluations: both parents and teachers reporting that girls must put forth more effort than boys to attain the same level of math proficiency by first grade (e.g., Frome & Eccles, 1998; Robinson-Cimpian et al., 2014). These findings align with evidence that women believe they must exert greater effort than their peers to achieve similar levels of success in male-dominated disciplines, a belief that diminishes women's educational pursuits in STEM fields (Smith et al., 2013). Thus, attributing girls' math achievements to their efforts may reduce girls' learning outcomes in math-related domains, ultimately constraining their educational and professional aspirations from an early age. To address this possibility, the proposed research will examine the development of gender- stereotyped achievement attributions and their relation to girls' attitudes and motivation toward novel math activities. The goal of this research is to contribute insight into early-emerging psychological processes that impede girls' learning in math. The proposed research will be the first to investigate the origins of gender-stereotyped attributions of success during childhood and characterize their relations to girls' attitudes towards math-related educational activities. This research will consist of three studies. Study 1 will examine the extent to which children differentially attribute the academic success of females and males throughout childhood. Study 2 will assess whether girls expect to devote greater effort than boys to succeeding in math activities, and if so, whether greater effort expectations reduce girls' motivation to engage in such activities. Study 3 will test whether emphasizing that effort, rather than ability, is critical to success of all children will increase girls' interests and confidence in pursuing novel math activities. Together, these studies will (1) offer insight into the development of gender- stereotyped achievement attributions and (2) provide a theoretically plausible and practically significant framework from which to develop interventions aimed at enhancing girls' math learning outcomes.

项目总结 男性的智力成就通常被描述为天生的天赋，而女性的 智力上的成功更多地归功于他们执着的努力(Swim&Sanna，1996)。这些性别- 对成功的刻板印象在评估他人在男性身上取得的成就时尤为明显。 主宰了科学、技术、工程和数学(STEM)领域。也就是说，虽然男性的科学 成就通常被归因于天赋，女性类似的成功更多地被归因于 他们的奉献精神。孩子们的数学成绩也受到这些刻板印象驱动的评估的影响：两者 家长和老师报告说，女孩必须比男孩付出更多的努力才能达到同样的数学水平 熟练程度按一年级划分(例如，Frome&Eccle，1998；Robinson-Cimpian等人，2014)。这些发现与 有证据表明，女性认为她们必须比她们的同龄人付出更大的努力才能达到类似的水平 在男性主导的学科中取得成功，这种观念削弱了女性在STEM领域的教育追求 (Smith等人，2013年)。因此，将女孩的数学成绩归因于她们的努力可能会减少女孩的学习 数学相关领域的成绩，最终限制了他们的教育和职业抱负 很小的时候。为了解决这种可能性，拟议的研究将审查性别的发展- 刻板印象成就归因及其与女生对新数学的态度和动机的关系 活动。这项研究的目标是帮助洞察早期出现的心理过程， 阻碍女生学习数学。 这项拟议的研究将是第一次调查性别刻板印象的成功归因的起源 并将其与女孩对与数学有关的教育活动的态度联系起来。 本研究将由三项研究组成。研究1将考察儿童差异的程度 归因于男性和女性在整个童年时期的学业成功。研究2将评估女孩是否 期望在数学活动上比男孩付出更大的努力，如果是的话，是否会付出更大的努力 期望值降低了女孩参与此类活动的动机。研究3将测试是否强调这一点 努力而不是能力是成功的关键，所有的孩子都会增加女孩的兴趣和信心 追求新奇的数学活动。总之，这些研究将(1)提供对性别发展的洞察-- 刻板印象的成就归因和(2)提供了理论上可信和实践上有意义的 这是一个框架，可从中制定旨在提高女孩数学学习成果的干预措施。