检查高中生对数学的性别信仰:对选择STEM学院专业的预测因素和影响
Catherine Riegle-Crumb1, Menglu Peng1
1University of Texas at Austin, Austin, TX, USA.
Sociology of education
|July 15, 2024
概括
持有关于性别和数学能力的反偏见信念的学生更有可能选择与这些信念一致的专业. 这影响了科学,技术,工程和数学 (STEM) 领域的性别分布.
科学领域:
- 教育社会学教育的社会学
- 性别研究是性别研究.
- 在STEM教育方面.
背景情况:
- 关于性别数学能力的信念影响学术和职业选择.
- 了解这些信念对于解决STEM领域的性别不平等至关重要.
研究的目的:
- 调查预测有关性别数学能力的信念的因素.
- 检查这些信念对STEM领域的大学专业选择的影响.
主要方法:
- 高中纵向研究的分析,美国学生的全国代表性样本.
- 统计建模以确定性别数学能力信念的预测因素及其与主要选择的关联.
主要成果:
- 大约25%的学生持有刻板印象的信念 (男性优越),而20%持有反刻板印象的信念 (女性优越).
- 反偏见的信念在黑人女学生中更为普遍.
- 持有反偏见的信念与女性选择以女性为主导的生物科学专业和男性避免以男性为主导的STEM领域有关.
结论:
- 关于数学能力的性别信念在塑造学生的STEM专业选择方面发挥着重要作用.
- 这些信念有助于在特定的STEM学科内进行性别隔离.
- 解决这些信念对于促进科学,技术,工程和数学领域的性别平等至关重要.
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