Chaffee Kathryn Everhart, Plante Isabelle
Département de didactique, Université du Québec à Montréal, Montreal, QC, Canada.
Front Psychol. 2022 Feb 4;12:796073. doi: 10.3389/fpsyg.2021.796073. eCollection 2021.
Despite progress, gender gaps persist in mathematical and language-related fields, and gender stereotypes likely play a role. The current study examines the relations between parents' gender-related beliefs and their adolescent child's motivation and career aspirations through a survey of 172 parent-child dyads. Parents reported their gendered beliefs about ability in mathematics and language arts, as well as their prescriptive gender role beliefs. Students reported their expectancies and values in these two domains, as well as their career aspirations The results of path models suggested that parents' ability stereotypes about language boosted girls' motivation for language arts, thereby nudging them away from STEM pathways. Girls' career aspirations stemmed not only from their valuation of the corresponding domain, but also from their valuation of competing domains. Such findings highlight the need to consider multiple domains simultaneously in order to better capture the complexity of girls' career decisions. For boys, parents' language ability stereotypes were directly related to mathematical career aspirations. These results suggest that stereotypes that language arts is not for boys push them instead toward mathematics. Our study also highlighted the unique role of parental beliefs in traditional gender roles for boys' motivation and career aspirations. Specifically, parents' gender role stereotypes directly related to less interest in language arts only among boys. This highlights that research into gender gaps in female-dominated fields should consider stereotypes related to appropriate behavior and social roles for boys.
尽管取得了进展，但在数学和语言相关领域，性别差距依然存在，性别刻板印象可能起到了一定作用。本研究通过对172对亲子进行调查，考察了父母与性别相关的信念与其青春期孩子的动机和职业抱负之间的关系。父母报告了他们对数学和语言艺术能力的性别化信念，以及他们规定性的性别角色信念。学生报告了他们在这两个领域的期望和价值观，以及他们的职业抱负。路径模型的结果表明，父母对语言能力的刻板印象提高了女孩对语言艺术的动机，从而使她们远离STEM（科学、技术、工程和数学）路径。女孩的职业抱负不仅源于她们对相应领域的重视，还源于她们对竞争领域的重视。这些发现凸显了同时考虑多个领域的必要性，以便更好地把握女孩职业决策的复杂性。对于男孩来说，父母对语言能力的刻板印象与他们的数学职业抱负直接相关。这些结果表明，认为语言艺术不适合男孩的刻板印象反而促使他们转向数学。我们的研究还强调了父母在传统性别角色方面的信念对男孩动机和职业抱负的独特作用。具体而言，父母的性别角色刻板印象仅与男孩对语言艺术的兴趣较低直接相关。这凸显出，在研究女性主导领域的性别差距时，应考虑与男孩适当行为和社会角色相关的刻板印象。
