Do parents' academic gender stereotypes influence whether they intrude on their children's homework?

Autor/inn/en	Bhanot, Ruchi; Jovanovic, Jasna
Titel	Do parents' academic gender stereotypes influence whether they intrude on their children's homework?
Quelle	In: Sex roles, 52 (2005) 10, S. 597-607 PDF als Volltext Link als defekt meldenVerfügbarkeit
Beigaben	Literaturangaben
Zusatzinformation	Forschungsdaten, Studiendetails und Erhebungsinstrumente
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0360-0025; 1573-2762
DOI	10.1007/s11199-005-3728-4
Schlagwörter	Gender; Stereotyp; Vorurteil; Junge; Elternrolle; Geschlechterstereotyp; Geschlechtsspezifischer Unterschied; Eltern; Schuljahr 05; Schuljahr 06; Schuljahr 07; Schuljahr 08; Hausaufgabe; Geschlecht; Englisch; Englischunterricht; Mathematik; Mathematikunterricht; Mathematische Kompetenz; Geschlechterverteilung; Mädchen
Abstract	In this study, we explored the possibility that when parents endorse particular academic gender stereotypes (e.g., boys are better at math, girls are better at English) they are more likely to engage in uninvited intrusions with homework, intrusions which then undermine children's confidence in these domains. Participants included 38 fifth to eighth grade students (mean age = 12.16 years, 60% girls, 87% White) and their mothers and fathers. The findings indicated that even though boys received more parental intrusive support with homework, girls were more sensitive to these intrusions, specifically when they involved math. Parents' intrusive support mediated the relationship between parents' math-related gender stereotypes and girls' math ability perceptions, which suggests that these behaviors communicate to girls their parents' math stereotype beliefs. (Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2022/2