Gender stereotypes and gender role self-concepts at school start as mediators of the influence of teacher's gender typing on children's reading competence and reading self-concept

研究表明，在一年级的时候，女孩的阅读能力就已经高于男孩，相应地，女孩对自己阅读能力的自我概念也高于男孩。本研究试图检验这些差异是否可以通过以下几个方面来解释：a)教师的性别相关概念；b)教师提供的学习服务；c)儿童的性别角色自我概念与性别刻板印象的一致程度。我们将对60名来自英国小学一年级末至二年级中期的独立师生进行访谈、问卷调查和表现测试。我们期望：a)教师的自我描述越性别化（即女性属性相对于男性属性的优势），b)她的规范性性别角色定位越传统（例如，她越同意传统的两性之间的劳动和权力分工是适当的和可取的），c)教师的学习提供越性别化（即，偏离女性性别类型、男性性别类型、男性性别类型的平等分布），从性别中立的课程到女性主导的课程)，学生受到性别刻板印象的影响越大。这应该反映在儿童身上：a)对特定领域的兴趣和能力获得更强的性别刻板印象（即，怀疑兴趣和技能的性别差异更大-特别是在阅读方面）；b)描述更多性别类型的性别角色自我概念（即，男孩应该描述自己相对更男性化而不是女性化，女孩应该描述自己相对更女性化而不是男性化）。这反过来又与自身阅读能力的更多性别类型的自我概念（例如，不能用实际能力的差异来解释的自我概念的性别差异的出现）和刻板印象一致的阅读能力性别差异有关。综上所述，本研究旨在探讨教师性别典型对儿童特定领域兴趣和能力的性别刻板印象、对儿童性别角色自我概念的影响，以及这些认知概念对儿童阅读相关能力、自我概念和阅读能力的影响，并将在一个联合中介模型中进行检验。预期的研究结果将有助于解释早期性别在“阅读”领域的自我概念和能力差异。

Research demonstrates that already in first grade girls have higher reading competence and correspondingly higher self concepts about their reading competence than boys. This research seeks to examine whether these differences can be explained by the degree to which a) gender related concepts of the teacher, b) learning offerings provided by the teacher, and c) the gender role self-concept of children are in accordance with gender stereotypes. Interviews, questionnaires, and performance tests will be conducted on a sample of 60 independent teacher-child dyads from English primary schools at the end of the first grade and the middle of the second grade.It is expected that a) the more gender-typed the teacher's self-description (i.e., the preponderance of feminine relative to masculine attributes), b) the more traditional her normative gender role orientation (e.g., the more she agrees that the conventional division of labour and power between the sexes is appropriate and desirable), and c) the more gender-typed the teacher's learning offerings (i.e., deviation from an equal distribution of feminine gender-typed, masculine gender-typed, and gender-neutral offerings toward a predominance of feminine gender-typed offerings), the more strongly students will be influenced by gender stereotypes. This should reflect in children a) acquiring stronger gender stereotypes about domain-specific interests and abilities (i.e., suspecting higher gender differences in interests and skills - particularly in reading) and b) describing more gender-typed gender role self-concepts (i.e., boys should describe themselves with relatively more masculine than feminine and girls with relatively more feminine than masculine attributes). This in turn should relate to more gender-typed self-concepts of own reading competence (e.g., occurrence of gender differences in self-concepts that cannot be explained by differences in actual competence) and stereotype-consistent gender differences in reading competence.In summary, the proposed research project seeks to investigate the impact of several aspects of teachers' gender-typicality on children's gender stereotypes about domain-specific interests and abilities and on their gender role self-concept and the influence of these cognitive concepts on their reading-related ability self-concepts and reading competence which will be examined in a joint mediation model. The expected findings shall help to explain early gender differences in self-concepts and competences in the domain of "reading".