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

项目摘要 尽管男人的智力成功通常被描述为内在天赋的结果， 智力上的成功更多地归功于他们的专注努力（Swim & Sanna，1996）。这些性别- 在评价他人的成就时，对成功的刻板印象尤其明显， 在科学、技术、工程和数学（STEM）领域占据主导地位。也就是说，尽管男性的科学 女性的成就往往归因于天赋，而女性的类似成功往往归因于 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价： 家长和教师报告说，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 第一等级的熟练程度（例如，弗罗姆和埃克尔斯，1998年;罗宾逊-辛皮安等人，2014）。这些发现与 有证据表明，女性认为她们必须比同龄人付出更大的努力，才能达到与同龄人相似的水平。 在男性主导的学科中取得成功，这种信念减少了女性在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 数学相关领域的成果，最终限制了他们的教育和职业抱负， 从小就为了解决这种可能性，拟议的研究将审查性别的发展- 刻板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对早期出现的心理过程做出贡献， 阻碍女孩学习数学。 这项拟议中的研究将是第一个调查成功的性别陈规定型归因的起源 在儿童时期，并描述其与女孩对数学相关教育活动的态度的关系。 这项研究将包括三项研究。研究1将考察儿童在多大程度上 在整个童年时期，女性和男性的学业成功。研究2将评估女孩是否 期望投入更多的努力比男孩成功的数学活动，如果是这样，是否更大的努力， 期望降低了女孩参与这些活动的动力。研究3将测试强调这一点是否 努力，而不是能力，是所有儿童成功的关键，将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力- 刻板的成就归因和（2）提供了一个理论上合理的和实际意义 这一框架旨在制定旨在提高女孩数学学习成果的干预措施。

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.