您好,欢迎进入未来科学出版社官网!

用科学铸就未来,用阅读滋养人生

Use science to create the future, and use reading to nourish life

+65 6396 6190

客服服务时间:9:00-18:00

The Transmission of Gender Stereotypes in the Educational Process and Its Impact on Girls’ Choices of STEM Majors

作者:Bai jianyao

院校:School of Foreign Languages, Chengdu College of Arts and Sciences, China

摘要:This study examines the transmission of gender stereotypes in the educational process and their impact on girls’ choices of Science, Technology, Engineering, and Mathematics (STEM) majors. Utilizing a mixed-methods approach with a sample of 500 high school students, the research identified a significant negative correlation between the perception of gender stereotypes and intentions to pursue STEM fields, particularly among female students. The study’s findings suggest that educational interventions aimed at challenging gender stereotypes can enhance self-efficacy and encourage more equitable STEM major choices. The importance of female role models and equitable teaching practices in mitigating the impact of gender stereotypes is also highlighted. The paper concludes with recommendations for educational policy makers, schools, teachers, parents, and society to collaboratively address gender biases and support all students in STEM education.

关键词

Gender stereotypes; STEM education; Educational interventions; Self-efficacy; Female role models; Equitable teaching practices

全文

PDF

参考

[1] Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Prentice-Hall.
[2] Bandura, A. (1994). Self-efficacy. In V. S. Ramachaudran (Ed.), Encyclopedia of human behavior (Vol. 4, pp. 71-81). Academic Press.
[3] Eccles, J. S., Barber, B. L., & Jozefowicz, D. M. (1998). Linking gender and education: Gender-based beliefs in the school environment
and their effects on gender differences in mathematics participation. Teachers College Record, 100(4), 708-742.
[4] Fuemmeler, B. F., & Gibson, R. (1996). Gender differences in science achievement: A function of attitude or self-efficacy? The Journal of
Genetic Psychology, 157(2), 211-220.
[5] Hoffman, C. D., & Yeung, A. S. (2013). Challenging gender stereotypes in the classroom: An intervention study. Sex Roles, 68(3-4), 213-
222.
[6] Hyde, J. S., Lindberg, S. M., Linn, M. C., Ellis, A. B., & Williams, C. C. (2008). Gender similarities characterize math performance.
Science, 321(5888), 494-495.
[7] Riegle-Crumb, C., & Humphries, M. E. (2012). Gender and educational outcomes: The role of socialization practices and academic selfconcept. Educational Researcher, 41(9), 367-373.
[8] Sadker, D., & Sadker, M. (1994). Failing at fairness: How America’s schools cheat Girls. Scribner.
[9] Steele, C. M. (1997). A threat in the air: How stereotypes shape intellectual identity and performance. American Psychologist, 52(6), 613-
629.
[10] Valian, V. (1998). Gender schemas and linguistic acceptability. Cognitive Linguistics, 9(1), 33-62.
[11] Wang, M.-T., & Degol, J. L. (2013). Gender differences in the educational outcomes of young children. Child Development Perspectives,
7(1), 29-35.

+65 6396 6190

微信二维码