"Michael can't read!" Teachers' gender stereotypes and boys' reading self-concept.

Autor/inn/en	Retelsdorf, Jan; Schwartz, Katja; Asbrock, Frank
Titel	"Michael can't read!" Teachers' gender stereotypes and boys' reading self-concept.
Quelle	In: The journal of educational psychology, 107 (2015) 1, S. 186-194Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Zusatzinformation	Forschungsdaten, Studiendetails und Erhebungsinstrumente
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0022-0663; 1939-2176
DOI	10.1037/a0037107
Schlagwörter	Stereotyp; Einstellung (Psy); Selbstkonzept; Geschlechtsspezifischer Unterschied; Lehrer; Lesen; Mann
Abstract	According to expectancy-value theory, the gender stereotypes of significant others such as parents, peers, or teachers affect students' competence beliefs, values, and achievement-related behavior. Stereotypically, gender beliefs about reading favor girls. The aim of this study was to investigate whether teachers' gender stereotypes in relation to reading-their belief that girls outperform boys- have a negative effect on the reading self-concept of boys, but not girls. Data were collected on two occasions in a longitudinal study: toward the beginning of Grade 5 (T1) and in the second half of Grade 6 (T2). The sample consisted of 54 teachers and 1,358 students (mean age 10 years at T1). Using multilevel modeling, controlling for T1 reading self-concept, reading achievement, and school track, a negative association was found between teachers' gender stereotype at T1 and boys' reading self-concept at T2, as expected. For girls, this association did not yield a significant result. Thus, these results provide empirical support for the idea that gender differences in self-concept may be due to the stereotypical beliefs of teachers as significant others. In conclusion, the authors discuss what teachers can do to counteract the effects of their own gender stereotypes. (ZPID).
Erfasst von	Leibniz-Institut für Psychologie, Trier
Update	2017/2