Gender stereotypes about mathematics and science and self-perceptions of ability in late childhood and early adolescence

被引：0

作者：

Kurtz-Costes, Beth ^{[1
]}

Rowley, Stephanie J. ^{[2
]}

Harris-Britt, April ^{[1
]}

Woods, Taniesha A. ^{[1
]}

机构：

[1] Univ N Carolina, Dept Psychol, Chapel Hill, NC 27599 USA

[2] Univ Michigan, Dept Psychol, Ann Arbor, MI 48109 USA

来源：

MERRILL-PALMER QUARTERLY-JOURNAL OF DEVELOPMENTAL PSYCHOLOGY | 2008年 / 54卷 / 03期

关键词：

D O I：

暂无

中图分类号：

B844 [发展心理学（人类心理学）];

学科分类号：

040202 ;

摘要：

A model linking children's perceptions of adults' gender stereotypes about mathematics and science ability, children's stereotypes, and children's perceptions of their own mathematics and science competence was tested in 302 fourth, sixth, and eighth graders. When boys believed that adults hold more traditional stereotypes, they tended to hold corresponding beliefs that girls are relatively less capable or that boys are more capable in mathematics and science. These group competence ratings, in turn, were related to self-perceptions of ability for sixth-and eighth-grade boys. In contrast, most paths were nonsignificant for girls. The results provided support for both social status theory and experiential theory. We discuss implications regarding the influence of stereotypes on motivation and identity development.

引用

页码：386 / 409

页数：24

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