Educational Resources and Gender Norms: An Examination of the Actiotope Model of Giftedness and Social Gender Norms on Achievement

Autor/inn/en	Lafferty, Kate; Phillipson, Shane N.; Costello, Shane
Titel	Educational Resources and Gender Norms: An Examination of the Actiotope Model of Giftedness and Social Gender Norms on Achievement
Quelle	In: High Ability Studies, 32 (2021) 2, S.171-187 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Lafferty, Kate) ORCID (Phillipson, Shane N.) ORCID (Costello, Shane)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1359-8139
DOI	10.1080/13598139.2020.1768056
Schlagwörter	Academically Gifted; Undergraduate Students; Social Attitudes; Gender Bias; Femininity; Masculinity; Foreign Countries; Majors (Students); Resources; Achievement; Social Behavior; Australia + Suchen Sie Ihr Suchwort? Social attidude; Soziale Einstellung; Geschlechterstereotyp; Femaleness; Weiblichkeit; Männlichkeit; Ausland; Betriebsmittel; Hilfsmittel; Performance; Leistung; Social behaviour; Soziales Verhalten; Australien
Abstract	The expectancy-value theory of achievement performance and related decisions identifies the various factors that affect achievement levels. The Actiotope Model of Giftedness describes learning and educational resources necessary for high achievement. This study investigates the relationship between these categories of resources and achievement. As social gender norms have been shown to influence decisions in a range of contexts, including college majors, the influence of resources on conformity levels is also examined. We investigated these relationships amongst undergraduate university students from Australia (n = 976) using the Questionnaire of Educational and Learning Capitals (QELC) and Conformity to Feminine Norms-45 (CFNI-45) and Conformity to Masculine Norms-46 (CMNI-46). Results from structural equation modeling indicated that educational capital plays an important role in establishing learning capital, that in turn leads to decreased levels of conformity. This has implications when supporting high ability students, not just in terms of developing resources, but also regarding non-traditional postsecondary fields of study. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01