Dersch Anna-Sophia, Heyder Anke, Eitel Alexander
Teaching and Learning With Media, Department of Educational Psychology, Institute for Psychology, Justus Liebig University Giessen, Giessen, Germany.
Department of Educational and Differential Psychology, Institute for Psychology, TU Dortmund University, Dortmund, Germany.
Front Psychol. 2022 Apr 14;13:820254. doi: 10.3389/fpsyg.2022.820254. eCollection 2022.
Stereotypes of girls having weaker mathematical abilities than boys (math-gender stereotypes) are one factor reducing women's representation in mathematics. Teachers, as powerful socializers, often hold math-gender stereotypes. Reducing math-gender stereotypes in (student) teachers thus may foster women's representation in mathematics. Yet knowing the stereotypes' underlying assumptions is crucial to reducing it. Do math-gender stereotypes reflect elaborate, disproven theories about gender differences in math, meaning ? And if so, which math-gender misconceptions are behind math-gender stereotypes? This is the focus of the present research. The relevant literature implies the existence of three distinct misconceptions: (1) ("As girls think rather empathically and boys think rather systematically, boys are on average more talented in math than girls"), (2) ("To achieve equally good grades in mathematics, boys have to make less effort because they are more talented than girls are"), and (3) ("Despite their on average stronger effort, girls are normally less proficient in math than boys"). We assessed these misconceptions in a student teacher sample ( = 303) using our newly developed . Our results offer support for the expected three-factor structure of math-gender misconceptions. All three math-gender misconceptions showed good to acceptable scale reliabilities. On average, preservice teachers did not hold (strong) math-gender misconceptions. But a subgroup of 48.2% of preservice teachers held at least one of the three misconceptions. The misconception was the most prevalent (32.0%) among the three misconceptions. Descriptively, endorsing the math-gender stereotype correlated most strongly with the ( = 0.43) and the ( = 0.44). This may indicate that especially these two misconceptions partly underlie math-gender stereotypes. As a consequence, refutation instructions designed to reduce these misconceptions may be a promising method to weaken math-gender stereotypes. Further research is needed to investigate to what degree reducing the present misconceptions is related to reducing math-gender stereotypes. Hence, this study is the first one of a planned series of studies on the relation between math-gender misconceptions and math-gender stereotypes.
认为女孩数学能力比男孩弱的刻板印象（数学 - 性别刻板印象）是减少女性在数学领域代表性的一个因素。教师作为强大的社会化推动者，往往持有数学 - 性别刻板印象。因此，减少（未来）教师中的数学 - 性别刻板印象可能会促进女性在数学领域的代表性。然而，了解这些刻板印象的潜在假设对于减少它至关重要。数学 - 性别刻板印象是否反映了关于数学中性别差异的详尽但已被证伪的理论呢？如果是这样，数学 - 性别刻板印象背后的哪些数学 - 性别误解呢？这是本研究的重点。相关文献表明存在三种不同的误解：（1）（“由于女孩思考更具同理心而男孩思考更具系统性，男孩在数学方面平均比女孩更有天赋”），（2）（“为了在数学上取得同样好的成绩，男孩必须付出更少的努力，因为他们比女孩更有天赋”），以及（3）（“尽管女孩平均付出的努力更大，但她们在数学方面通常不如男孩熟练”）。我们使用新开发的[工具名称缺失]在一个未来教师样本（n = 303）中评估了这些误解。我们的结果为数学 - 性别误解的预期三因素结构提供了支持。所有这三种数学 - 性别误解都显示出良好到可接受的量表信度。平均而言，职前教师并不持有（强烈的）数学 - 性别误解。但有48.2%的职前教师子群体至少持有这三种误解中的一种。在这三种误解中，[具体误解内容缺失]误解最为普遍（32.0%）。从描述性角度来看，认可数学 - 性别刻板印象与[具体误解内容缺失]（r = 0.43）和[具体误解内容缺失]（r = 0.44）的相关性最强。这可能表明特别是这两种误解部分构成了数学 - 性别刻板印象的基础。因此，旨在减少这些误解的反驳性指导可能是削弱数学 - 性别刻板印象的一种有前景的方法。需要进一步研究来调查减少当前误解在多大程度上与减少数学 - 性别刻板印象相关。因此，本研究是关于数学 - 性别误解与数学 - 性别刻板印象之间关系的一系列计划研究中的第一项。
Proc Natl Acad Sci U S A. 2010-1-25
J Adolesc. 2019-6-20
Cultur Divers Ethnic Minor Psychol. 2021-7
Front Psychol. 2021-5-12
J Exp Child Psychol. 2013-10-18
Front Psychol. 2023-10-20
NPJ Sci Learn. 2019-11-8
Psychol Assess. 2019-8-5
Proc Natl Acad Sci U S A. 2018-11-12
Educ Psychol Meas. 2017-4
Zotero 插件