对儿童对性别陈规定型观念的认可进行多方面的审查

IF 1.6 4区 心理学 Q3 PSYCHOLOGY, DEVELOPMENTAL
Cindy Faith Miller, Lorey A. Wheeler, Bobbi Woods
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引用次数: 0

摘要

摘要本研究采用多维框架研究性别刻板印象,考察小学生在考虑不同的性别刻板印象构念(能力、类别和兴趣)和女性刻板印象与男性刻板印象时是否表现出不同程度的认同。研究1 (N = 403)使用一组性别中立的技能项目比较儿童的能力和类别信念。研究2 (N = 539)扩展了这一研究,考察了儿童在女性和男性职业项目上是否表现出不同的能力模式和类别决策。研究3 (N = 974)通过比较儿童在STEM领域的兴趣和能力决策,进一步加深了我们对建构维度的理解。调查结果显示,年龄较大的小学生更倾向于能力刻板印象,而不是类别刻板印象;在所有年龄组中,儿童更倾向于兴趣刻板印象,而不是能力刻板印象。研究结果还揭示了儿童对男性和女性刻板印象的看法存在年龄差异。对于男性刻板印象,年龄较小的儿童比年龄较大的儿童表现出更强的认同;然而,对于女性的刻板印象,发现了相反的模式,即年龄较大的孩子比年龄较小的孩子表现出更多的刻板印象。目前的研究说明了采用多维框架的好处,以便更细致地了解儿童如何应用他们对性别刻板印象的日益增加的知识。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
A multidimensional examination of children's endorsement of gender stereotypes
Abstract The present research applied a multidimensional framework to the study of gender stereotypes by investigating whether elementary school children display different levels of endorsement when considering distinct gender stereotype constructs (ability, category, and interest) and feminine versus masculine stereotypes. Study 1 ( N = 403) compared children's ability and category beliefs using a set of gender‐neutral skill items. Study 2 ( N = 539) extended this research by examining whether children showed different patterns of ability and category decisions for feminine versus masculine occupational items. Study 3 ( N = 974) furthered our understanding of the construct dimension by comparing children's interest and ability decisions within the STEM domain. Findings revealed that older elementary school children endorsed ability stereotypes more strongly than category stereotypes and, across all age groups, children endorsed interest stereotypes more strongly than ability stereotypes. Findings also revealed age differences in how children think about masculine versus feminine stereotypes. For masculine stereotypes, younger children showed stronger endorsement than older children; however, for feminine stereotypes, the reverse pattern was found such that older children showed more stereotyped thinking than younger children. The present study illustrates the benefits of employing a multidimensional framework to gain a more nuanced understanding of how children apply their increasing knowledge of gender stereotypes.
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来源期刊
Social Development
Social Development PSYCHOLOGY, DEVELOPMENTAL-
CiteScore
3.80
自引率
0.00%
发文量
74
期刊介绍: Social Development is a major international journal dealing with all aspects of children"s social development as seen from a psychological stance. Coverage includes a wide range of topics such as social cognition, peer relationships, social interaction, attachment formation, emotional development and children"s theories of mind. The main emphasis is placed on development in childhood, but lifespan, cross-species and cross-cultural perspectives enhancing our understanding of human development are also featured.
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