学生-教师性别一致性和学生表现:背景的作用
Laura Doornkamp1, Frank Doornkamp2, Lotte D Van der Pol3
1University of Applied Sciences Saxion, Handelskade 75, 7417 DH Deventer, The Netherlands.
概括
学生-教师性别一致性对各科目中男性和女性学生的学业表现产生不同的影响. 教育背景起着复杂的作用,这表明需要进一步进行定性研究.
科学领域:
- 教育教育教育教育教育教育.
- 社会学 社会学 社会学
- 心理学 心理学 心理学
背景情况:
- 学生-教师性别一致性被认为会影响学生的学业成绩.
- 现有的研究缺乏对影响这种关系的上下文因素的理解.
研究的目的:
- 调查学生-教师性别一致性与学生在特定科目中的表现之间的关联.
- 探索教育背景 (水平,宗教信仰,地点) 对男女学生的这些影响是如何调节的.
主要方法:
- 对荷兰中学 (N > 50,000) 的行政数据的分析.
- 检查学生在数学,物理,荷兰语和法语语言方面的表现.
- 包括学生的教育水平,学校的宗教信仰和学校的位置作为上下文变量.
主要成果:
- 性别一致性与女学生在数学和物理方面的表现正相关.
- 性别一致性与男性学生在荷兰语和法语方面的表现有积极的相关性.
- 教育背景的影响在性别和受试者之间有所不同,不符合性别刻板印象假设.
结论:
- 学生-教师性别一致性效应取决于背景,大小和方向各不相同.
- 教育背景在性别一致性影响中的作用是复杂的,性别特异的.
- 未来的研究应该采用定性方法来阐明背景如何塑造性别在教育中的作用.
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