CHI TIẾT NGHIÊN CỨU …
Tiêu đề
“I’m not scientifically gifted, I’m a girl”: implicit measures of gender-science stereotypes – preliminary evidence
Tác giả
Mascret N.; Cury F.
Năm xuất bản
2015
Source title
Educational Studies
Số trích dẫn
10
DOI
10.1080/03055698.2015.1043979
Liên kết
Tóm tắt
Students often have a negative view on science, particularly women. Furthermore, academic level in math and science is usually considered as an innate ability. The aims of the study were to create an Implicit Association Test (IAT) in order to highlight the stereotype that science is innate, to identify if the gender of the participants impacts the results of this implicit measure and to compare self-report and implicit measures. Results showed that (1) science and innate are more easily associated in the IAT than liberal arts and innate, (2) women have a higher association of science and innate than men in the IAT (that is not the case in self-report measures). © 2015 Taylor & Francis.
Từ khóa
gender; Implicit Association Test; implicit theories; science; stereotype
Tài liệu tham khảo
Cury F., Elliot A.J., Da Fonseca D., Moller A.C., The Social-cognitive Model of Achievement Motivation and the 2 × 2 Achievement Goal Framework, Journal of Personality and Social Psychology, 90, pp. 666-679, (2006); Cvencek D., Meltzoff A., Greenwald A.N., Greenwald A.G., Math–gender Stereotypes in Elementary School Children, Child Development, 82, 3, pp. 766-779, (2011); Dweck C.S., Molden D.C., Self-theories: Their Impact on Competence Motivation and Acquisition, The Handbook of Competence and Motivation, pp. 122-140, (2005); Greenwald A.G., Nosek B.A., Banaji M.R., Understanding and Using the Implicit Association Test: I. An Improved Scoring Algorithm, Journal of Personality and Social Psychology, 85, pp. 197-216, (2003); Nosek B.A., Banaji M.R., Greenwald A.G., Math = Male, Me = Female, Therefore Math ? Me, Journal of Personality and Social Psychology, 83, 1, pp. 44-59, (2002); Rattan A., Good C., Dweck C.S., It’s Ok – Not Everyone Can Be Good at Math: Instructors with an Entity Theory Comfort (and Demotivate) Students, Journal of Experimental Social Psychology, 48, pp. 731-737, (2012)
Nơi xuất bản
Routledge
Hình thức xuất bản
Article
Open Access
All Open Access; Green Open Access
Nguồn
Scopus