大学生性别偏见内隐与外显双系统研究
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摘要
随着内隐社会认知的兴起和双重态度理论模型的提出，内隐偏见越来越受到研究者的关注。对性别偏见的内隐和外显双系统解析是内隐社会认知极为重要的组成部分，但国内对大学生性别偏见的系统研究却比较缺乏。本研究可以为青少年健康人格教育提供依据，对深入推进大学生全面发展和提升人才培养水平具有重要支撑作用。
开发并采用灵敏的内隐方法和信效度较高并能探测到微妙反应的外显方法，即对性别偏见进行内隐和外显双系统解析，才能达到比较全面地了解性别偏见的目的。在社会文化日益多元化的现代社会，表达偏见的方式与试图压抑偏见的动机之间所存在的复杂关系也需要进一步澄清，以揭示处于意识层面的意志努力对于外显偏见和处于无意识状态的内隐偏见所起的作用。持有性别偏见可能导致消极的认知与行为后果，而持偏者的偏见表现形式与程度、动机特点，以及所处的外部情境都可能是影响偏见行为的重要因素，需要进一步探析。个体知觉到遭受偏见，即受到内群体偏见威胁时对自尊和情绪的影响，以及对内、外群体态度的变化也需要进一步探讨。
本研究选取具有较高生态效度的实验材料和研究场景，综合运用自我报告法、内隐测验法和情境实验法对大学生外显与内隐双系统的性别偏见进行了研究。依次考察了当代大学生外显与内隐性别偏见状况、两者之间的关系以及性别偏见的结构，无偏反应动机与性别偏见表现形式及程度之间的关系，偏见表现形式、程度、动机及情境对于偏见持有者认知与行为倾向的影响，以及知觉到偏见威胁对于个体自尊、情绪、态度及行为反应的影响等问题。在充分证实性别偏见存在的基础上，从内隐与外显两个系统解析了当代大学生性别偏见状况及性别偏见的理论结构。采用两条主线，对两类对象即持偏者心理和受偏者心理分别展开实验研究，考察了性别偏见可能导致的消极后果。本研究得到如下结论：
（1）自编大学生现代性别偏见问卷包括婚姻家庭、父母角色、职业、社会行为以及教育5个维度，通过验证性因素分析证实了理论结构的合理性。大学生现代性别偏见问卷具有良好的信效度，可以作为评估当代大学生性别偏见的有效工具。
（2）当代大学生外显性别偏见形式由公开敌对转化为隐蔽否定，善意性别偏见普遍存在。当代大学生对女性的社会行为方式和教育持有比较严重的偏见态度。男大学生比女大学生表现出更多公开敌对的性别偏见。
（3）当代大学生普通存在内隐性别偏见。男、女大学生互相持有内隐偏见，揭示出在内隐性别偏见领域存在内外群体效应。内隐测验法比外显测量测得的偏见程度高。内隐性别偏见与外显性别偏见是互有关联又相对独立的系统。
（4）当代大学生无偏反应的内部动机强度高于外部动机；女大学生的无偏反应内部动机高于男大学生。无偏反应的内部动机对外显和内隐偏见具有显著负向预测作用，揭示出意志努力对于减少外显和内隐性别偏见具有显著作用。
（5）情境是影响行为的重要变量。竞争情境下持偏者对女性的态度和行为倾向更加消极。善意性别偏见态度与对女性管理者的积极评价密切相关。内隐性别偏见是预期行为的显著变量。当今社会女性在职场中依然要面对玻璃天花板效应。
（6）女大学生内群体性别偏见知觉与其自尊之间呈正相关关系，当个体面临内群体偏见威胁时通过重新肯定自己的价值或对高地位群体的认同来重获自尊。当女大学生面临内群体偏见威胁时，其态度倾向更趋消极；而面对内群体价值提升的状况，其态度和行为倾向则变得更加积极。
With the development of implicit social cognition and the theory of dual attitudesmodel, implicit attitude drew more attention of psychologists. The research of implicit andand explicit gender prejudice is a very important part of the implicit social cognition. Theresults of this research have a role in the education of personality and development ofcollege students.
It is necessary to develop explicit measurements with high reliability and validity, andsensitive implicit methods to meet the need of understanding gender prejudice thoroughly.The relationship of expression of gender prejudice and the motivation to respond withoutprejudice should be comprehended in order to realize the impact of willpower on theexplicit and implicit gender prejudice, which may lead to bias of cognition and behavior,and the situation that may be an important variable of gender prejudice. So we shouldanalysis the relationship of gender prejudice, situation and the bias of cognition andbehavior. Stereotype threat may lead to lower self-esteem and performance, so we are alsointerested in prejudice results for the gender prejudice victims.
With implicit and explicit paradigm, using the methods of self-report, IAT andsituational experiment, the author investigated the status of explicit and implicit genderprejudice of college students, the relationship of explicit and implicit gender prejudice,the relationship of the expression of gender prejudice and the motivation to respondwithout prejudice, the impact of gender prejudice, motivation and situation on thecognition and behavior, the prejudice threat to the self-esteem, mood and behavioraltendency of the gender prejudice victims. The results were as followings:
1. The General Gender Prejudice Scale developed by the author was composed of fivesubscales. They were subscales of family and marriage, parent role, occupation, socialbehavior and education. It had high reliability and validity, and can be used to test theprejudice of college students.
2. The expression of gender prejudice of college students shifted from hostility to benevolence, and the benevolent gender prejudice was universal in college students. Thesubjects held more gender prejudice toward women in the field of social behavior andeducation than the other three fields. Male college students held more gender prejudicetoward women than female students.
3. The college students held implicit gender prejudice toward women universally.Male college students held more implicit gender prejudice and gender-occupationalprejudice toward women than female students. Male and female college students heldimplicit gender prejudice mutually, and it demonstrated the effect of inside and outsidegroup. The explicit and implicit gender prejudice was isolated, but somewhat associatedwith each other.
4. The implicit motivating to respond without sexism (IMS-S) of college students washigher than the explicit motivation to respond without sexism (EMS-S). The IMS-S offemale college students was higher than that of male students. The IMS-S had asignificantly negative impact on the explicit and implicit gender prejudice, and it showedthe influence of willpower on the reduction of gender prejudice.
5. The situation was an important variable to the cognition and behavior. Genderprejudice holder showed more negative attitude toward women in competitive situationthan in the noncompetitive situation. Male students showed more negative attitude thanfemale students. The benevolent gender prejudice had a significantly positive impact onthe attitude of prejudice holder. The implicit attitude had a significantly predictive abilityto the behavior. Women in workplace were confronted with glass ceiling.
6. Perception of gender prejudice had a significantly positive relationship withself-esteem. It demonstrated that when a female student was confronted with stereotypingthreat, she promoted her self-esteem through revaluing herself or identifying with highersocial status. Stereotyping threat would weaken her attitude and positive stereotype wouldstrengthen her attitude and behavioral tendency.
开发并采用灵敏的内隐方法和信效度较高并能探测到微妙反应的外显方法，即对性别偏见进行内隐和外显双系统解析，才能达到比较全面地了解性别偏见的目的。在社会文化日益多元化的现代社会，表达偏见的方式与试图压抑偏见的动机之间所存在的复杂关系也需要进一步澄清，以揭示处于意识层面的意志努力对于外显偏见和处于无意识状态的内隐偏见所起的作用。持有性别偏见可能导致消极的认知与行为后果，而持偏者的偏见表现形式与程度、动机特点，以及所处的外部情境都可能是影响偏见行为的重要因素，需要进一步探析。个体知觉到遭受偏见，即受到内群体偏见威胁时对自尊和情绪的影响，以及对内、外群体态度的变化也需要进一步探讨。
本研究选取具有较高生态效度的实验材料和研究场景，综合运用自我报告法、内隐测验法和情境实验法对大学生外显与内隐双系统的性别偏见进行了研究。依次考察了当代大学生外显与内隐性别偏见状况、两者之间的关系以及性别偏见的结构，无偏反应动机与性别偏见表现形式及程度之间的关系，偏见表现形式、程度、动机及情境对于偏见持有者认知与行为倾向的影响，以及知觉到偏见威胁对于个体自尊、情绪、态度及行为反应的影响等问题。在充分证实性别偏见存在的基础上，从内隐与外显两个系统解析了当代大学生性别偏见状况及性别偏见的理论结构。采用两条主线，对两类对象即持偏者心理和受偏者心理分别展开实验研究，考察了性别偏见可能导致的消极后果。本研究得到如下结论：
（1）自编大学生现代性别偏见问卷包括婚姻家庭、父母角色、职业、社会行为以及教育5个维度，通过验证性因素分析证实了理论结构的合理性。大学生现代性别偏见问卷具有良好的信效度，可以作为评估当代大学生性别偏见的有效工具。
（2）当代大学生外显性别偏见形式由公开敌对转化为隐蔽否定，善意性别偏见普遍存在。当代大学生对女性的社会行为方式和教育持有比较严重的偏见态度。男大学生比女大学生表现出更多公开敌对的性别偏见。
（3）当代大学生普通存在内隐性别偏见。男、女大学生互相持有内隐偏见，揭示出在内隐性别偏见领域存在内外群体效应。内隐测验法比外显测量测得的偏见程度高。内隐性别偏见与外显性别偏见是互有关联又相对独立的系统。
（4）当代大学生无偏反应的内部动机强度高于外部动机；女大学生的无偏反应内部动机高于男大学生。无偏反应的内部动机对外显和内隐偏见具有显著负向预测作用，揭示出意志努力对于减少外显和内隐性别偏见具有显著作用。
（5）情境是影响行为的重要变量。竞争情境下持偏者对女性的态度和行为倾向更加消极。善意性别偏见态度与对女性管理者的积极评价密切相关。内隐性别偏见是预期行为的显著变量。当今社会女性在职场中依然要面对玻璃天花板效应。
（6）女大学生内群体性别偏见知觉与其自尊之间呈正相关关系，当个体面临内群体偏见威胁时通过重新肯定自己的价值或对高地位群体的认同来重获自尊。当女大学生面临内群体偏见威胁时，其态度倾向更趋消极；而面对内群体价值提升的状况，其态度和行为倾向则变得更加积极。
With the development of implicit social cognition and the theory of dual attitudesmodel, implicit attitude drew more attention of psychologists. The research of implicit andand explicit gender prejudice is a very important part of the implicit social cognition. Theresults of this research have a role in the education of personality and development ofcollege students.
It is necessary to develop explicit measurements with high reliability and validity, andsensitive implicit methods to meet the need of understanding gender prejudice thoroughly.The relationship of expression of gender prejudice and the motivation to respond withoutprejudice should be comprehended in order to realize the impact of willpower on theexplicit and implicit gender prejudice, which may lead to bias of cognition and behavior,and the situation that may be an important variable of gender prejudice. So we shouldanalysis the relationship of gender prejudice, situation and the bias of cognition andbehavior. Stereotype threat may lead to lower self-esteem and performance, so we are alsointerested in prejudice results for the gender prejudice victims.
With implicit and explicit paradigm, using the methods of self-report, IAT andsituational experiment, the author investigated the status of explicit and implicit genderprejudice of college students, the relationship of explicit and implicit gender prejudice,the relationship of the expression of gender prejudice and the motivation to respondwithout prejudice, the impact of gender prejudice, motivation and situation on thecognition and behavior, the prejudice threat to the self-esteem, mood and behavioraltendency of the gender prejudice victims. The results were as followings:
1. The General Gender Prejudice Scale developed by the author was composed of fivesubscales. They were subscales of family and marriage, parent role, occupation, socialbehavior and education. It had high reliability and validity, and can be used to test theprejudice of college students.
2. The expression of gender prejudice of college students shifted from hostility to benevolence, and the benevolent gender prejudice was universal in college students. Thesubjects held more gender prejudice toward women in the field of social behavior andeducation than the other three fields. Male college students held more gender prejudicetoward women than female students.
3. The college students held implicit gender prejudice toward women universally.Male college students held more implicit gender prejudice and gender-occupationalprejudice toward women than female students. Male and female college students heldimplicit gender prejudice mutually, and it demonstrated the effect of inside and outsidegroup. The explicit and implicit gender prejudice was isolated, but somewhat associatedwith each other.
4. The implicit motivating to respond without sexism (IMS-S) of college students washigher than the explicit motivation to respond without sexism (EMS-S). The IMS-S offemale college students was higher than that of male students. The IMS-S had asignificantly negative impact on the explicit and implicit gender prejudice, and it showedthe influence of willpower on the reduction of gender prejudice.
5. The situation was an important variable to the cognition and behavior. Genderprejudice holder showed more negative attitude toward women in competitive situationthan in the noncompetitive situation. Male students showed more negative attitude thanfemale students. The benevolent gender prejudice had a significantly positive impact onthe attitude of prejudice holder. The implicit attitude had a significantly predictive abilityto the behavior. Women in workplace were confronted with glass ceiling.
6. Perception of gender prejudice had a significantly positive relationship withself-esteem. It demonstrated that when a female student was confronted with stereotypingthreat, she promoted her self-esteem through revaluing herself or identifying with highersocial status. Stereotyping threat would weaken her attitude and positive stereotype wouldstrengthen her attitude and behavioral tendency.
引文
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