University of Texas at Austin.
University of Massachusetts, Amherst.
J Res Adolesc. 2017 Sep;27(3):492-505. doi: 10.1111/jora.12289. Epub 2016 Oct 12.
This study builds on research on the power of counter-stereotypical cues, as well as intergroup contact theory, to consider whether interactions with a female teacher and female peers in a high school engineering classroom decrease male students' gender/science, technology, engineering, and math stereotypical beliefs and whether this varies according to the initial strength of their stereotypical views. Analyses reveal that among male students who initially reject stereotypes of male superiority, more female peers in the classroom leads to a further decrease in their stereotypical views by the end of the year. In contrast, boys who held strong stereotypical beliefs became less stereotypical by the end of the course when they had a female teacher. Implications for future research and current educational reforms are discussed.
本研究以反刻板印象线索的研究以及群体间接触理论为基础，探讨了在高中工程教室中与女性教师和女性同伴的互动是否会减少男学生的性别/科学、技术、工程和数学刻板印象信念，以及这种互动是否因他们刻板印象观点的初始强度而有所不同。分析结果表明，在最初拒绝男性优越刻板印象的男学生中，课堂上有更多的女性同伴会导致他们在年底前进一步减少对这些刻板印象的看法。相比之下，当男学生有女性教师时，那些持有强烈刻板印象的男孩在课程结束时变得不那么刻板了。讨论了对未来研究和当前教育改革的启示。
