Influence of gender stereotypes on parent and child mathematics attitudes.

Autor/in	Jacobs, Janis E.
Titel	Influence of gender stereotypes on parent and child mathematics attitudes.
Quelle	In: Journal of educational psychology, 83 (1991) 4, S. 518-527Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Beigaben	Literaturangaben
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	0022-0663; 1939-2176
DOI	10.1037/0022-0663.83.4.518
Schlagwörter	Fragebogen; Fragebogenerhebung; Gender; Stereotyp; Beeinflussung; Selbstbild; Selbstwahrnehmung; Vorurteil; Geschlechterstereotyp; Geschlechtsspezifischer Unterschied; Beeinflussung; Eltern; Geschlecht; Mathematik; Mathematikunterricht; Schuljahr 10; Schuljahr 11; Stereotyp; Vorurteil; Selbstbild; Fragebogen; Leistung; Geschlechterstereotyp; Eltern; Schuljahr 06; Schuljahr 07; Schuljahr 08; Schuljahr 09; Schuljahr 10; Schuljahr 11; Geschlecht; Mathematik; Mathematikunterricht; Mathematische Kompetenz; Leistung; Gender
Abstract	Tested the hypothesis that parents' gender stereotypes about mathematical ability interact with the sex of their child to directly influence their beliefs about the child's mathematical ability and likelihood of future success in mathematics and to indirectly influence the child's self-perceptions and mathematics performance. Approximately 400 parents and their 6th- to 11th-grade children responded to questionnaires concerning their beliefs about the child's mathematics achievement and their stereotypes about males' and females' relative abilities in mathematics. Path analyses revealed that parents' gender stereotypes have no direct effect on children's self-perceptions. Instead, parents' stereotypes interact with the sex of their child to directly influence the parents' beliefs about the child's abilities. In turn, parents' beliefs about their child directly influence their child's self-perceptions, and both the parents' stereotypes and the child's self-perceptions influence the child's performance. (Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2022/2