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1.
Men outperform women in the Mental Rotation Test (MRT) by about one standard deviation. The present study replicated a gender belief account [Moè, A., & Pazzaglia, F. (2006). Following the instructions! Effects of gender beliefs in mental rotation. Learning and Individual Differences, 16, 369–377.] for (part of) this effect. A sample of 300 adults, whose gender beliefs about mental rotation were manipulated experimentally (instructions given: men are better, women are better, or no gender differences exist) had to complete the MRT. Artificially induced gender beliefs affected performance and guessing behavior differently in relation to gender. Women's performance followed the gender belief induction but their guessing behavior remained unaffected. Men's performance, however, remained unaffected but their guessing behavior followed the gender belief induction. These findings suggest that gender beliefs affect men and women differently, and they also suggest that a gender belief account cannot (fully) explain gender differences in mental rotation performance.  相似文献   

2.
Males outperform females in the Mental Rotation Test (MRT) for biological, strategic and cultural reasons. The present research tested a motivational explanation with the hypothesis that females could do better when induced to have positive beliefs and expectations. All-female and all-male samples were divided into six groups, each having listened to different instructions: 1. men are better than women at this task; 2. women are better than men; 3. control instructions with no gender reference. Each group was further allocated to either the easy or the difficult task expectations condition. Experimental manipulation affected performance differently in relation to gender. Women's performance was affected by positive instructions about gender. Men were affected by instructions about the task difficulty. Women improved performance and reached men's scores in the MRT when they were led to believe they were better than men.  相似文献   

3.
The present study examined the relation between self-reported confidence ratings, performance on the Mental Rotations Test (MRT), and guessing behavior on the MRT. Eighty undergraduate students (40 males, 40 females) completed the MRT while rating their confidence in the accuracy of their answers for each item. As expected, gender differences in favor of men were obtained. Results also indicated a positive correlation between confidence ratings and scores on the MRT, as well as negative correlations between confidence ratings and MRT outcomes presumed to reflect propensity to guess. More elaborate analyses using a measure of accuracy of predictions (the Brier score) indicated that men have a more accurate perception of their performance on the MRT than women do. Findings are discussed in terms of their implications for the interpretation of gender differences and guessing behavior on the MRT.  相似文献   

4.
This study investigated gender differences on the Mental Rotations Test (MRT) as a function of item and response types. Accordingly, 86 male and 109 female undergraduate students completed the MRT without time limits. Responses were coded as reflecting two correct (CC), one correct and one wrong (CW), two wrong (WW), one correct and one blank (CB), one wrong and one blank (WB), or two blank (BB) answers and were analyzed as a function of distractor type (structural or mirror) and occlusion (occluded, non-occluded). The results showed a men advantage on CC, whereas women obtained more BB, CB, and WB outcomes than men did. Gender differences in favor of men were larger for occluded than for non-occluded items on CC. This gender by occlusion interaction was also found for CW and WB. Implications of the results for possible explanation of gender differences on the MRT are discussed.  相似文献   

5.
The influence of gender beliefs on cognitive task performance has been demonstrated repeatedly for adults. For children, there is evidence that gender beliefs can substantially impede or boost math performance — a task where gender differences in favour of boys declined over past decades. Therefore, we examined this phenomenon using the Mental Rotations Test (MRT), a task where gender differences still occur reliably favouring males — for adults as well as for children. A sample of 252 fourth graders, whose beliefs about spatial ability were manipulated experimentally (instructions given: boys are better, girls are better or independent of gender) had to complete the MRT. In contrast to adult's literature, children's performance did not decrease or increase as a function of instruction: boys always outperformed girls; girls not even outperformed their same-sex counterparts given the “girls better” instruction. The transfer of the conceptual approach failed — possible reasons are discussed.  相似文献   

6.
The fear of underperforming owing to stereotype threat affects women's performance in tasks such as mathematics, chess, and spatial reasoning. The present research considered mental rotation and explored effects on performance and on regulatory focus of instructions pointing to different explanations for gender differences. Two hundred and one participants were asked to perform the Mental Rotation Test (MRT) and were told that men perform better than women. Then they were divided into four sub-groups and provided with no additional information (control condition) or one of three explanations: (a) genetic factors, (b) widely-held stereotype, or (c) time limit. A decrease in performance was predicted for the genetic instruction and an increase for the two alternative explanations based on externalizing. Results showed that both women and men are harmed by the genetic explanation and relieved by both the stereotype and the time limit explanations. Explanations stressing genetics and time limit as factors affecting performance favor prevention focus.  相似文献   

7.
In 2003, the Norwegian higher educational system was reformed. The reform, known as the 2003 Quality Reform, introduced changes in the teaching model and student assessment. The authors wished to study how these changes affected male and female students. Therefore, they addressed student learning outcomes, measured through examination results, with respect to gender. Analysis of 5,772,811 examinations from 1990 to 2009 revealed a switch in average performance, from men performing equally well or better than women to women performing better than men. However, greater male than female variability in performance did not change. The effect of gender persisted when controlling for age, subject, home municipality, and type of institution. Overall, women and older students seem to benefit from the changes introduced by the reform more than men and younger students.  相似文献   

8.
张莹  易进 《教育学报》2005,1(2):88-95
关于中学生对语教师性别接受和期待的研究不仅可以揭示中学生的性别认知状况，而且可在一定程度上反映语教师在教学风格和教学效果等方面的性别差异。依据自编调查问卷，对北京市三所学校的117名高一年级学生进行了调查。研究发现，中学生对女语教师的接受和喜爱程度高于对男教师；他们普遍认为女性更适合做语教师；但学生对不同性别语教师的期待没有明显差异；遇到过男语教师的同学对语教师的性别期待表现出比较大的灵活性。中学生认为男女语教师在教学优势和教学风格方面有显的差异。因此，就中学生对语教师的性别接受和性别期待的可能影响因素、男女教师在教学优势和教学风格方面的差异及其可能原因和后果等进行讨论是有意义的。  相似文献   

9.
The present study investigated whether the marked sex difference in the original mental rotation test (MRT) is simply a result of sex differences in response strategies. Thirty-four participants (17 males, 17 females) completed the revised Vandenberg and Kuse MRT [Peters, M., Laeng, B., Latham, K., Jackson, M., Zaiyouna, R., & Richardson, C. (1995). A redrawn Vandenberg & Kuse Mental Rotations Tests: Different versions and factors that affect performance. Brain and Cognition, 28, 39–58.] and a modified MRT. In the modified version, the number of matching figures varied from zero to four, so that participants had to match every single figure to the target, impeding leaps. Both men and women showed reduced performance in the modified version. However, men were clearly more affected than women. Although sex differences in the modified MRT were somewhat reduced, men still outperformed women (original MRT: d = .95, modified MRT: d = .76). The findings suggest that men rely more on a leaping response strategy than women, however, the robust sex differences in MRT was only marginally affected by sex differences in response strategies.  相似文献   

10.
Degree performance in England and Wales was investigated as a function of social class and gender for several disciplines of study. Three performance criteria were considered: FIRST class; GOOD, and COMPETENT. The findings are complex, and some of them conflict with widely held class and gender stereotypes. Women performed better than men at the FIRST class and/or GOOD criteria, in all professional disciplines and in biological sciences. At the FIRST and GOOD criteria women performed best relative to men in biological content areas, next best in physical and mathematical content areas and worst in humanities content areas. A similar ordering of content areas was obtained when comparing students of lower class origins with those of upper and middle class origins. At the COMPETENT criterion, women performed better than men; and students of lower social class origins performed better than students of upper and middle social class origins. There was a trend, particularly marked in the humanities, for women to perform less well at the FIRST class criterion than would have been predicted by their achievements at the GOOD criterion. The implications of these patterns for theories of group differences in excellent academic performance and for educational policy are discussed.  相似文献   

11.
A considerable body of research has shown that being the only representative of one’s gender group (solo status) when performing an activity affects women more than men. The aim of our two experiments was to show that the performance context can moderate the effects of numerical status (majority vs. solo) on performance and that men can also be disadvantaged by solo status. Our proposal is that a groupwork context which makes the “leader” stereotype more salient will be more beneficial to men while an intergender comparison context in a typically feminine thematic field will tend to favor women. To test this hypothesis, the numerical status of the women and men was manipulated while they were performing a task presented as a human and social sciences test in either a groupwork or intergender comparison context. As expected, the solo women were less successful in the groupwork context than in the intergender comparison context (Experiment 1) whereas the solo men were less successful in the intergender comparison context than in the groupwork context (Experiment 2). The role of the performance context and the gender stereotypes that it foregrounds seems to be a key factor in the effects of solo status on performance.  相似文献   

12.
This article examines the employment and placement in the working life of Finnish higher education graduates (i.e. graduates from universities and polytechnics), focusing on gender equality. It reports a study on gender segregation in higher education and working life, considered in relation to Nordic gender equality policies. The data were gathered via a questionnaire administered to graduates in business and administration (n?=?1067) and in technology (n?=?1087), three years after their graduation. The results showed that men were able to secure permanent and full-time employment more often than women, and men achieved better correspondence between their degree and their employment. However, gender divergence manifested differently in polytechnics and universities; thus a higher (Master’s) university degree seemed to have a compensating influence on the effect of gender. Despite Nordic equality policies, female and male graduates were placed in the labour market according to tendences of gender segregation.  相似文献   

13.
The gender wage gap persists in the workplace in part because women major in fields that lead them into lower-paid occupations than fields associated with majors men choose. An open question is why women are more likely than men to switch towards majors that lead to lower-paying careers. Drawing on research suggesting that women are affected more by negative feedback than men, we use unique administrative data from a large private university on the East Coast from 2008 to 2016 to test whether women are more likely than men to switch majors in response to low grades in major-related classes. We also test whether the prevalence of men in a major or a major’s reputation for being stereotypically male-oriented induces women to switch out of that major more readily than men. We control for other factors that may affect a student’s final major, including high school performance, gender composition of faculty and peers, and economic returns of majors. The results show that overall women and men are equally likely to change their majors in response to poor grades in major-related courses. We also find no evidence that women in male-dominated majors are more likely than men to switch out, but we find that men with very low grades in female-dominated majors are more likely to switch out of these majors than women. In addition, we find that women are more likely to switch out of majors that are both male-dominated and STEM in response to poor performance compared to men. Thus, our results suggest that only when women students experience multiple signals suggesting their lack of fit in a field (i.e., low grades combined with gender peer composition, and external stereotyping signals) they tend to switch out of the major more often than male students. We find that men exhibit this tendency in response to even fewer overlapping signals about misfit than women.  相似文献   

14.
Women scientists in academia have been shown to be less geographically mobile than their male counterparts, a factor that may exacerbate gender inequities in faculty representation, tenure, and salary. This study examines the extent to which the jobs of academic women scientists are disproportionately concentrated in large cities, areas with many colleges and universities, and regions where most doctorates are granted. We also investigate whether jobs in these locations affect salary, tenure, full-time faculty status, and employment outside one's field of training in ways that differ for women and men. Our analysis is guided by arguments that geographic constraints on women's mobility are rooted in social factors, such as gender roles and mate selection patterns. Data are drawn from over 13,000 faculty respondents in the national Survey of Doctoral Recipients, representing 22 science and engineering disciplines and over 1,000 4-year colleges or universities. Regression analysis reveals that, irrespective of their family status, women faculty are more likely than their male counterparts to reside in doctoral production centers, areas with large clusters of colleges, and large cities. Responsibility for children intensifies women's geographic concentration more than marriage does and in ways that differ from men. Geographic concentration also appears generally more harmful to women's careers than to men's. Women in doctoral production centers are less likely to have tenure and more likely to work part time; those in larger cities are more likely to be in jobs off the tenure track. Locales with many colleges appear to present somewhat better career prospects for women.  相似文献   

15.
The ways in which television presents images of male and female roles to the young have recently been subjected to much scrutiny and criticism. Educational television has the scope to contribute to changes in the balance of sex role portrayal but little is known of the likely effects of modifications. This paper reports an experimental study of young secondary school pupils’ reactions to careers education materials in which men and women are shown in occupations traditionally associated with the opposite sex. Children viewing counter‐stereotyped programmes are found to be no less stereotyped in their career beliefs than peers viewing a ‘traditional’ programme or controls who view no programme. The results are discussed in terms of the resilience of sex role and career beliefs in early adolescence and it is concluded that intervention attempts will need to be more extensive and more protracted.  相似文献   

16.
The purpose of this study was to explore the personal stories of men who selected careers in science, technology, engineering, or mathematics (STEM) to better understand the ways in which their self‐efficacy beliefs were created and subsequently influenced their academic and career choices. Analysis of 10 narratives revealed that mastery experience was the primary source of the men's self‐efficacy beliefs. These results are compared to those from Zeldin and Pajares' earlier study involving women in STEM careers. For women, social persuasions and vicarious experiences were the primary sources of self‐efficacy beliefs. Together, these findings suggest that different sources are predominant in the creation and development of the self‐efficacy beliefs of men and women who pursue STEM careers. The self‐efficacy beliefs of men in these male‐dominated domains are created primarily as a result of the interpretations they make of their ongoing achievements and successes. Women, on the other hand, rely on relational episodes in their lives to create and buttress the confidence that they can succeed in male‐dominated domains. Findings were consistent with the theoretical tenets of A. Bandura's social cognitive theory. © 2008 Wiley Periodicals, Inc. J Res Sci Teach 45: 1036–1058, 2008  相似文献   

17.
ABSTRACT

In this article, we examine how a cohort of urban youth born under China’s one-child policy have developed flexible gender identities through their childrearing aspirations and educational and occupational narratives, choices, and trajectories between 1999 and 2014. Drawing on surveys of 406 respondents conducted in 1999, 2012–2013, and 2013–2014, and interviews of 48 of those respondents in 2011–2014, we argue that our female research participants were more able to produce flexible gender identities than their male counterparts, and that China’s new market economy increasingly rewards youth who are flexible enough to adjust to rapidly changing circumstances, an approach more compatible with the flexible gender identities produced by young women than the more rigid gender identities produced by young men.  相似文献   

18.
Abstract

A study was conducted to determine the effectiveness of male and female extension agents in reaching farmers, especially women, with extension services in Nigeria. Specially the study determined the levels of awareness of and participation in extension activities, adoption of and technical knowledge of recommended agricultural technologies/practices, satisfaction with the quality of extension services provided and agents' credibility of men and women farmers under male and female extension agents supervision. Data gathered from 141 men and 72 women farmers supervised by male agents and 22 men and 93 women farmers supervised by female agents in Oyo, Kaduna and Rivers State Agricultural Development Projects in Nigeria form the empirical basis for the study. Even though men farmers are more aware of and participated more in the extension activities organised by agents than women farmers, the study shows that women farmers, who are supervised by female agents have more access to extension services than women farmers who work with male agents. Specifically, women farmers, who had females for extension agents had relatively higher levels of awareness and participation of the extension activities organised, adoption of and technical knowledge of recommended technologies/practices and satisfaction with the quality of agents' services and credibility. These differential effects of female and male agents on women's access to extension are significant for the delivery of extension services to women farmers, especially. Extension organisations must encourage and recruit more females for extension work done at the same time evolve strategies that will help male agents to work better with women farmers.  相似文献   

19.
Research shows that a lower proportion of women than men are in graduate level jobs, six months after leaving seven top UK universities. This paper presents new empirical evidence from a unique dataset on the significantly different attitudes and behaviours between Oxford men and women undergraduates that might explain why women are less likely to have secured a graduate level job than men. Lower self-assurance, firmer beliefs in gender stereotypes, strong prestige and gender-characterisation of occupations, and favouring sectors with informal and low-status entry, all contribute to a lower proportion of women securing graduate level jobs. Despite many advances in recent years narrowing the gap between men and women, there remain policy implications for curriculum delivery and co-curricular courses to increase women’s self-assurance and assertiveness, and thereby enable them to aspire to and then secure a wider range of higher prestige occupations.  相似文献   

20.
The relationship between childhood adversity and adult depression is well-established but less is known about the association between childhood adversity and adult depression among the incarcerated. In this paper, we examine differential exposure and vulnerability to childhood adversity by race/ethnicity and gender on adult depression among the incarcerated in the United States. We address three research questions: does exposure to childhood adverse experiences vary by race/ethnicity and gender? Is there an association between these childhood adverse events and depression and does the strength of the association vary by the specific adverse experiences? And does vulnerability to childhood adversity vary by gender and race/ethnicity? Using the 2004 Survey of Inmates in State and Federal Correctional Facilities (SI-SFCF), we measure four key childhood adverse events – parental/caretaker substance abuse, physical assault, having been placed in foster care, and sexual assault. We use ordinary least squares regression and a series of interaction effect analyses to examine differential exposure and vulnerability to the four childhood adverse experiences by race/ethnicity and gender. Incarcerated women are more likely to report parental substance abuse, but all inmates/prisoners are similarly vulnerable to this experience. For the other three adverse experiences measured, we find that there are important racial/ethnic and gender differences in both exposure and vulnerability. African American men and women are more vulnerable to the effects of physical and sexual victimization than White and Hispanic men and women. Women are much more likely to be exposed to sexual victimization, but men who report this experience are significantly more depressed. Hispanic women and White men and women are more likely to report foster care, but all inmates/prisoners who report foster care experiences are significantly more depressed than other inmates/prisoners, with the exception of white men. The findings indicate that there are significant differences in exposure and vulnerability to childhood adversity by race/ethnicity and gender. We conclude that in order to effectively design and implement programs to decrease the probability that childhood adversity is a risk factor for adult depression interventions must be targeted toward specific, vulnerable groups according to race/ethnicity and gender.  相似文献   

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