我说的不是我做的事:家庭中的性别差异数学环境
Suzanne Varnell1, Patrick Ehrman1, Sona C Kumar1
1Department of Human Development and Family Science, Purdue University.
Developmental psychology
|January 6, 2025
概括
父母与男孩比女孩更多地从事数学活动,比如计算和测量,尽管他们认为这些活动对所有孩子都同样重要. 这影响了早期的数学经验和未来的科学,技术,工程和数学 (STEM) 选择.
科学领域:
- 儿童发展 儿童发展
- 教育心理学教育心理学
- 性别研究是性别研究.
背景情况:
- 女性在科学,技术,工程和数学 (STEM) 领域的代表性仍然不足.
- 早期的数学态度和父母的信仰显著影响孩子在STEM的学术选择.
- 关于数学的性别信念可以塑造儿童早期的数学经验和未来的参与.
研究的目的:
- 调查父母家庭数学环境中的性别差异.
- 检查父母的信仰和报告的活动在儿子和女儿之间有什么不同.
- 确定早期数学参与中性别差异的潜在先例.
主要方法:
- 利用了早期家庭学习环境数据的子集 (N=929名1至6岁儿童的家长).
- 父母报告了他们的数学信仰,活动适当性评级,以及与孩子参与数学活动的频率.
- 分析了孩子的性别差异父母的信仰和报告的活动 (数值,空间/几何,模式,测量) 使用差异分析.
主要成果:
- 在父母对模式和空间活动的重要性的信念中没有发现显著的性别差异.
- 父母报告说,在4岁以后,男孩和女孩的算法和测量活动频率显著不同.
- 具体来说,父母与男孩比与女孩进行更多的计算和测量活动.
结论:
- 父母参与特定的数学活动 (计数,测量) 显示了性别差异,青男孩.
- 这些差异发生,尽管家长们相信这些活动对所有孩子都同样重要.
- 研究结果表明,父母在早期数学活动中的差异性参与可能会导致STEM领域的性别差异.
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