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

女孩必须比男孩更努力才能在数学上取得成功的刻板印象的发展及其后果

• 批准号: 10025382
• 负责人: Jillian E Lauer
• 金额: $ 6.96万
• 依托单位: NEW YORK UNIVERSITY
• 依托单位国家: 美国
• 财政年份: 2019
• 资助国家: 美国
• 起止时间: 2019-09-08 至 2022-09-07
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/10025382
• 关键词: Achievement; Address; Adult; Age; Anxiety; Attitude; Belief; Child; Childhood; Dedications; Development; Discipline; Education; Educational Activities; Evaluation; Exhibits; Expenditure; Exposure to; Female; Gender; Goals; Intervention; Investigation; Learning; Mathematics; Motivation; Outcome; Parents; Perception; Performance; Process; Reporting; Research; Role; STEM field; Schools; Science, Technology, Engineering and Mathematics; Scientific Advances and Accomplishments; Self Concept; Signal Transduction; Social Processes; Stereotyping; Swimming; Talents; Testing; Woman; Work; boys; design; effective intervention; elementary school; expectation; first grade; gender difference; girls; insight; interest; junior high school; learning outcome; male; mathematical ability; mathematical learning; men; motivational processes; novel; peer; psychologic; social; success; teacher; tool

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.

项目概要 男性的智力成功通常被描述为源于内在天赋，而女性的智力成功则被描述为源于内在天赋。 智力上的成功通常归功于他们的奉献精神（Swim & Sanna，1996）。这些性别—— 在评价他人在男性方面的成就时，对成功的刻板印象尤其明显。 主导科学、技术、工程和数学（STEM）领域。也就是说，虽然男性的科学 成就常常被归因于天赋，而女性的类似成功则更多地归因于 他们的奉献精神。儿童的数学成绩也受到这些刻板印象驱动的评估： 家长和老师报告说，女孩必须比男孩付出更多的努力才能达到相同的数学水平 按一年级划分的熟练程度（例如，Frome & Eccles，1998；Robinson-Cimpian 等人，2014）。这些发现一致 有证据表明，女性相信她们必须比同龄人付出更大的努力才能达到类似的水平 在男性主导的学科中取得成功，这种信念削弱了女性在 STEM 领域的教育追求 （史密斯等人，2013）。因此，将女孩的数学成绩归因于她们的努力可能会降低女孩的学习成绩 数学相关领域的成果，最终限制了他们的教育和职业抱负 早年。为了解决这种可能性，拟议的研究将考察性别的发展 刻板的成就归因及其与女孩对新数学的态度和动机的关系 活动。这项研究的目标是深入了解早期出现的心理过程， 阻碍女孩学习数学。 拟议的研究将是第一个调查成功的性别定型归因的起源的研究 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 将检验儿童的差异程度 归因于女性和男性整个童年时期的学业成功。研究 2 将评估女孩是否 期望比男孩付出更多的努力来在数学活动中取得成功，如果是这样，是否付出了更大的努力 期望降低了女孩参与此类活动的动力。研究 3 将检验是否强调 努力，而不是能力，对所有儿童的成功至关重要 将增加女孩的兴趣和信心 追求新颖的数学活动。总之，这些研究将（1）提供对性别发展的见解。 定型的成就归因（2）提供了理论上合理且具有实际意义的 制定旨在提高女孩数学学习成果的干预措施的框架。