数学性别刻板印象干预研究:基于认同威胁模型
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- 英文论文题名：The intervention of math-gender stereotype:Base on identity threat model
- 论文作者：张译尹 ; 张力元 ; 赵凤青 ; 张宝山
- 英文论文作者：Yiyin Zhang ; Liyuan Zhang ; Fengqing Zhao ; Baoshan Zhang ; Psychology College ; Shaanxi Normal University
- 年：2015
- 作者机构：陕西师范大学心理学院;
- 论文关键词：初中生 ; 数学性别刻板印象 ; 干预 ; 认同威胁模型
- 英文论文关键词：Junior school students ; math gender stereotype ; intervention ; identity threat model
- 会议召开时间：2015-10-16
- 会议录名称：第十八届全国心理学学术会议摘要集——心理学与社会发展
- 英文会议录名称：Proceedings of the 18th National Academic Congress of Psychology
- 语种：中文
- 分类号：B844.2
- 学会代码：ZGXG
- 会议名称：第十八届全国心理学学术会议
- 会议地点：中国天津
- 主办单位：中国心理学会
- 学会名称：中国心理学会
- 页数：2
- 文件大小：788k
- 原文格式：D
- 会议级别：全国
摘要
数学性别刻板印象是最典型、最受研究者关注的学科性别刻板印象。数学性别刻板印象是指人们认为男性比女性更适合学习数学。数学性别刻板印象是一种在儿童和青少年群体中普遍存在的社会心理现象。国内外许多研究发现,在小学时期,学生就已经具有数学性别刻板印象,这种现象到了中学更加凸显。有很多研究也证实,数学性别刻板印象对学生的自尊、学业成绩、生涯规划等具有消极的影响。为了消除消极刻板印象,研究者至今发现了许多有效的干预策略。但这些策略理论依据不够充分、缺乏系统性、生态效度不足,限制了刻板印象干预在实际社会工作和生活中的应用。本研究基于认同威胁模型,从影响刻板印象威胁信息加工的三个因素(图式、自我和情境)出发,设计了一套系统的针对女中学生数学性别刻板印象的干预方案,探讨干预方案的效果,数学性别刻板印象的特征及其对自尊和学业成绩的影响。本研究设计的干预方案包括9次班级心理辅导课,采用鼓励自我肯定、角色榜样等策略,对实验组女生进行干预。同时采用《数学性别刻板印象量表》、《语文性别刻板印象量表》、《自尊量表》分别在干预前、干预结束时和干预结束3个月后对被试进行测量,并收集被试在研究期间的数学和语文成绩。根据研究结果,本研究得出如下结论:(1)基于认同威胁模型的数学性别刻板印象干预方案能消除女中学生的数学性别刻板印象,并且干预效果比较稳定。(2)针对数学性别刻板印象的干预只能消除数学性别刻板印象,而不能消除语文性别刻板印象。也就是说数学性别刻板印象的特征是领域独立的,而不是领域依存的。(3)基于认同威胁模型的干预能消除数学性别刻板印象可以提高女中学生的自尊水平,但提升的效果不够稳定。(4)基于认同威胁模型的干预能消除数学性别刻板印象可以提高女中学生的数学成绩,但成绩提高的效果不够稳定。
Math gender stereotype is the most typical academic gender stereotype and researchers paid much attention to study it. Math gender stereotype refers to the people think that men are more suitable for learning mathematics than women. Many studies have found that, as early as in primary school, students had held academic gender stereotypes and the phenomenon were highlighted in the middle school. In addition, there are a lot of research also confirmed that the academic gender stereotypes had a negative effect on students' self-esteem, academic performance and career planning. In order to eliminate the stereotype threat, the researchers have found a lot of effective intervention strategies. However, these intervention strategies were too scattered and lack of adequate theory basis and ecological validity that limited the actual application of stereotype threat intervention in the social work and life. Based on identity threat model, from the three aspects of stereotype threat information processing(person characteristics, collective representation and situational clues), this study designed a set of systematic math gender stereotype intervention program for middle school students to explore the effect of the intervention program, the characteristics of academic gender stereotypes and its influence on academic achievement. The intervention program includes 9 sessions, which adopts stereotype intervention strategy, such as encourage the self-affirmation, role models, to remove the math gender stereotype of girls. At the same time, use the math gender stereotypes scale, Chinese gender stereotypes scale, self-esteem scale to measure subjects before intervention, at the end of the intervention and 3 months after intervention ending. Math and Chinese grades were also collected during study. The research results show that: Conclusions of this study are as follows:(1)The gender stereotype held by adolescent girls should be weakened significantly after systematic intervention following the guidelines suggested by identity threat model and the Intervention effect is stable.(2)The intervention directing to one kind of stereotype should causes the reduction of the aimed kind of gender stereotypes, rather than other kinds of stereotypes. That is to say, the characteristic of math gender stereotype is field independence rather than field dependence.(3)Adolescent girls' self-esteem will increase significantly through reducing math gender stereotypes by systemic intervention, but the effect is not stable enough.(4)Adolescent girls' academic grades will increase through reducing negative math gender stereotype by intervention, but the effect is not stable enough.
Math gender stereotype is the most typical academic gender stereotype and researchers paid much attention to study it. Math gender stereotype refers to the people think that men are more suitable for learning mathematics than women. Many studies have found that, as early as in primary school, students had held academic gender stereotypes and the phenomenon were highlighted in the middle school. In addition, there are a lot of research also confirmed that the academic gender stereotypes had a negative effect on students' self-esteem, academic performance and career planning. In order to eliminate the stereotype threat, the researchers have found a lot of effective intervention strategies. However, these intervention strategies were too scattered and lack of adequate theory basis and ecological validity that limited the actual application of stereotype threat intervention in the social work and life. Based on identity threat model, from the three aspects of stereotype threat information processing(person characteristics, collective representation and situational clues), this study designed a set of systematic math gender stereotype intervention program for middle school students to explore the effect of the intervention program, the characteristics of academic gender stereotypes and its influence on academic achievement. The intervention program includes 9 sessions, which adopts stereotype intervention strategy, such as encourage the self-affirmation, role models, to remove the math gender stereotype of girls. At the same time, use the math gender stereotypes scale, Chinese gender stereotypes scale, self-esteem scale to measure subjects before intervention, at the end of the intervention and 3 months after intervention ending. Math and Chinese grades were also collected during study. The research results show that: Conclusions of this study are as follows:(1)The gender stereotype held by adolescent girls should be weakened significantly after systematic intervention following the guidelines suggested by identity threat model and the Intervention effect is stable.(2)The intervention directing to one kind of stereotype should causes the reduction of the aimed kind of gender stereotypes, rather than other kinds of stereotypes. That is to say, the characteristic of math gender stereotype is field independence rather than field dependence.(3)Adolescent girls' self-esteem will increase significantly through reducing math gender stereotypes by systemic intervention, but the effect is not stable enough.(4)Adolescent girls' academic grades will increase through reducing negative math gender stereotype by intervention, but the effect is not stable enough.
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