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.

项目摘要 而男性的智力成功通常被描述为由固有的才华所致，而女性的智力成功 智力上的成功经常被认为是他们的敬业努力（Swim＆Sanna，1996）。这些性别 - 在评估他人在男性中的成就时，典型的成功归因尤其明显 主导的科学，技术，工程和数学（STEM）领域。也就是说，男人的科学 成就通常归因于自然才能，妇女的类似成功经常归因于 他们的奉献精神。儿童的数学成就也受到以下刻板印象驱动的评估的约束： 父母和老师报告说，女孩必须付出比男孩更多的努力才能达到相同的数学水平 一年级的熟练程度（例如Frome＆Eccles，1998; Robinson-Cimpian等，2014）。这些发现保持一致 有证据表明妇女认为她们必须付出比同龄人更大的努力，以达到相似的水平 在男性主导的学科中的成功，这种信念减少了妇女在STEM领域的教育追求 （Smith等，2013）。因此，将女孩的数学成就归因于她们的努力可能会减少女孩的学习 与数学相关的领域的结果，最终从中限制了他们的教育和专业愿望 很小的时候。为了解决这种可能性，拟议的研究将研究性别的发展 刻板印象的成就归因及其与女孩的态度和对新颖数学的动力的关系 活动。这项研究的目的是为早期出现的心理过程做出贡献 妨碍女孩学习数学的学习。 拟议的研究将是第一个研究成功性别成功归因的起源的研究 在童年时期，并描述了她们与女孩对与数学相关的教育活动的态度的关系。 这项研究将包括三项研究。研究1将检查儿童差异的程度 归因于整个童年女性和男性的学术成就。研究2将评估女孩是否 期望比男孩更大的努力在数学活动中取得更大的努力，如果是的话，是否更大的努力 期望减少了女孩从事此类活动的动力。研究3将测试是否强调 努力，而不是能力，对于所有儿童的成功至关重要，将增加女孩的利益和对 追求新颖的数学活动。这些研究将（1）共同洞悉性别发展 刻板印象的成就归因和（2）提供了理论上合理且实际上显着的 从中开发旨在增强女孩数学学习成果的框架。