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1.
郭凤华 《广西大学梧州分校学报》2004,14(2):36-38
This paper demonstrates the sex discrimination in the English language and analyzes the causes of the phenomena.The author also puts forward the therapy to the phenomena. 相似文献
2.
This study explores the extent to which the term “sex hormone” is used in science textbooks, and whether the use of the term
“sex hormone” is associated with pre-empirical concepts of sex dualism, in particular the misconceptions that these so-called
“sex hormones” are sex specific and restricted to sex-related physiological functioning. We found that: (1) all the texts
employed the term “sex hormone”; (2) in all texts estrogen is characterized as restricted to females and testosterone is characterized
as restricted to males; and (3) in all texts testosterone and estrogen are discussed as exclusively involved in sex-related
physiological roles. We conclude that (1) contemporary science textbooks preserve sex-dualistic models of steroid hormones
(one sex, one “sex hormone”) that were rejected by medical science in the early 20th century and (2) use of the term “sex
hormone” is associated with misconceptions regarding the presence and functions of steroid hormones in male and female bodies.
相似文献
| Ross H. NehmEmail: |
3.
Sex Differences in Global Self‐Esteem. A Research Review 总被引：2，自引：1，他引：1
Einar M. Skaalvik 《Scandinavian Journal of Educational Research》2013,57(4):167-179
4.
Wirthwein Linda Sparfeldt Jörn R. Heyder Anke Buch Susanne R. Rost Detlef H. Steinmayr Ricarda 《European Journal of Psychology of Education - EJPE》2020,35(2):403-427
European Journal of Psychology of Education - Many studies have already found differences between male and female students in various motivational variables. With regard to the stereotypes... 相似文献
5.
Puneet Gill 《American journal of sexuality education》2016,11(1):18-26
Science classrooms—and science textbooks—are proving to be challenging spaces for education that contradicts abstinence-only-until-marriage (AOUM) sex education. However, science educators can teach against this knowledge in a way that is critical of oppressive language. In fact, having explicit dialogue about gender identities and sexual orientation can help uncover oppressive cultural attitudes and help science educators challenge universal views of the human body. This article examines two narratives that use a pedagogic practice to help them teach in AOUM environments. The first narrative discusses personal experiences of the author as a science teacher and the dilemmas faced by including what I call a “sex box” in a life science class. The second narrative discusses an excerpt from a research study conducted with life science teachers in which a participant uses this same method. The purpose of this discussion is to help expose the science classroom as a place to have meaningful discussions, even with policies and cultures that do not support the discussion of safe sex for minority human sexualities.1 This article suggests future science teachers and present teachers alike can advocate for the incorporation of national standards that counteract overtly discriminatory policies. 相似文献
6.
1. Social stereotype and sex stereotypeIt is commonly found that people can draw con-clusions about other people’s character and abilitiessimply on the basis of how that person speaks, regard-less of the content of what they say. Sociologists andsocial psychologists apply the notion of “prototype”to gap the bridge between social categories such as “middle class”or “female”to value judgments like “friendly”, “reliable”, or “intelligent”. A prototype isa concept which is typically a… 相似文献
7.
V. D. Chamizo Clara A. Rodríguez Irene Torres Marta N. Torres N. J. Mackintosh 《Learning & behavior》2014,42(4):348-356
In Experiment 1, two groups of female rats were trained in a triangular pool to find a hidden platform whose location was defined in terms of a single a landmark, a cylinder outside the pool. For one group, the landmark had only a single pattern (i.e., it looked the same when approached from any direction), while for the other, the landmark contained four different patterns (i.e., it looked different when approached from different directions). The first group learned to swim to the platform more rapidly than the second. Experiment 2 confirmed this difference when female rats were trained in a circular pool but found that male rats learned equally rapidly (and as rapidly as females trained with the single-pattern landmark) with both landmarks. This second finding was confirmed in Experiment 3. Finally, in Experiment 4a and 4b, male and female rats were trained either with the same, single-pattern landmark on all trials or with a different landmark each day. Males learned equally rapidly (and as rapidly as females trained with the unchanged landmark) whether the landmark changed or not. We conclude that male and female rats learn rather different things about the landmark that signals the location of the platform. 相似文献
8.
This study investigated the relationship among sex, attitude toward intelligence, and self‐estimation of multiple intelligences for self and parents among Portuguese adolescents in secondary schools. Two hundred and forty‐two adolescents estimated their own and their parents' IQ scores on each of Gardner's 10 multiple intelligences: verbal (linguistic), logical (mathematical), spatial, musical, body‐kinesthetic, interpersonal, intrapersonal, existential, spiritual, and naturalistic. They also answered six simple questions concerning intelligence and intelligence tests. There were various sex differences in self‐estimated IQ: males rated themselves higher on overall, mathematical, spatial, intrapersonal, spiritual, and naturalistic IQ compared with females. Multiple regressions indicated that verbal, logical, and intrapersonal intelligence were significant predictors for self and parents overall IQ estimations. Factor analysis of the 10, the 8, and the 7 self‐estimates scores did not confirm Gardner's classification of multiple intelligences. Males were more likely to believe in sex differences in intelligence than females. Results are discussed in terms of the growing literature in the self‐estimates of intelligence, as well as limitations of that approach. 相似文献
9.
Margaret Goddard Spear 《International Journal of Science Education》2013,35(4):369-377
In this paper, the role of modelling in the teaching and learning of science is reviewed. In order to represent what is entailed in modelling, a 'model of modelling' framework is proposed. Five phases in moving towards a full capability in modelling are established by a review of the literature: learning models; learning to use models; learning how to revise models; learning to reconstruct models; learning to construct models de novo . In order to identify the knowledge and skills that science teachers think are needed to produce a model successfully, a semi-structured interview study was conducted with 39 Brazilian serving science teachers: 10 teaching at the 'fundamental' level (6-14 years); 10 teaching at the 'medium'-level (15-17 years); 10 undergraduate pre-service 'medium'-level teachers; 9 university teachers of chemistry. Their responses are used to establish what is entailed in implementing the 'model of modelling' framework. The implications for students, teachers, and for teacher education, of moving through the five phases of capability, are discussed. 相似文献
10.
Dr Karen Schucan Bird 《British Journal of Sociology of Education》2011,32(6):921-937
This paper examines whether women and men publish journal articles at a level comparable with their representation within the social sciences. The paper also explores sex differences in patterns of single authorship and co-authorship. To do so, demographic data of the UK social sciences is compared with a sample of UK-authored journal articles. The findings of the study show that, overall, female academics contribute to a lower proportion of journal articles than the proportion of academic staff that they constitute. However, within certain disciplines (social policy and psychology) women publish articles at a level comparable with the proportion of the discipline that they constitute. These findings, it is argued, can be helpfully understood as both cause and consequence of the gendered academy. 相似文献
11.
The efficacy of sex education has been questioned, as students participate in high rates of unsafe sex after completion. Without exploring various sexual minority (SM) identities (e.g., gay, lesbian, and bisexual) and forms of sex, sex education may be especially unhelpful for SMs by perpetuating the heteronormative (i.e., assuming heterosexuality is normal) environment they typically experience. In the present qualitative study, semistructured interviews were conducted with 12 SMs regarding their experiences with sex education using a grounded theory approach. Participants described sex education as being heteronormative and exclusive of their identities, making them feel invisible, sexually unprepared, and shameful. Sex education also reportedly contributed to sexual hesitance, sexual violence, and risky sexual behaviors. Participants endorsed histories of depression, anxiety, and suicidality, often associated with their identity. To become more informed and sexually prepared, they sought information through conversations with others, online searching, college courses, and trial and error sexual experiences. Participants also advocated for inclusive sex education, which would incorporate all identities and associated safe sex practices. They concluded that inclusivity in curricula could lead to various improved outcomes for SMs, such as safe sex, a sense of community, identity confidence, healthy relationships, and resilience. 相似文献
12.
《Contemporary educational psychology》2001,26(3):291-310
Steele's (1992, 1997) stereotype-threat theory attempts to explain underperformance of minority students in academic domains and of women in mathematics. Steele argues that situational self-relevance of negative group stereotypes in testing situations increases the anxiety these students experience and that these differential anxiety levels explain performance differences. Research shows that manipulation of stereotype threat can affect academic performance. However, there has been little research testing whether anxiety does at least partially explain the relationship between race and achievement. The goal of this study was to examine whether anxiety will explain racial differences in academic performance and gender differences in math performance in the context of a nationally representative sample of high school seniors. Partial mediation was observed, with anxiety explaining significant portions of the racial differences in academic performance. Anxiety also partially explained sex differences in math achievement, although the effect sizes were very small. These results provide general support for Steele's stereotype-threat hypothesis. 相似文献
13.
opposite sex意为异性,俗话说同性相斥,异性相吸。异性的魅力到底在何处?调查对象一:老爸调查过程:小时候我就特别崇拜老爸。他像个作家,我的作文经过他的修改,肯定是全班第 相似文献
14.
Dawn A. Rowe James Sinclair Kara Hirano Josh Barbour 《American journal of sexuality education》2018,13(2):205-216
An important goal of any sexuality education program is to support youth and young adults to develop a positive self-image and develop competence and confidence in skills needed to express sexuality and develop positive relationships. For youth and young adults with disabilities, sexuality education is offered far less often than for their same aged peers without disabilities. This article describes a three-step process for developing specially designed instruction in sexuality education using principles of instructional design to meet the unique needs of students with disabilities. 相似文献
15.
Data from 561 high-school seniors were analyzed using multiple linear regression to determine the independent contribution of each variable to the criterion of rank in class (R). Significant F ratioswere obtained for SCAT V and Q, teachers’ ratings of Accuracy (ACCU), Effort and Industry (E-I), and Reliability and Responsibility (R-R). R-R and ACCU, but not E-I, were found to be significant preditors of SCAT V and SCAT Q. Females were significantly higher than males on R, ACCU, E-I, and R-R and lower on SCAT Q. The data were interpreted as supporting the effectiveness of teachers’ ratings in predicting academic performance in high school. Females’ superior performance on teacher ratings was interpreted as evidence that females conformed more than males to teachers’ expectations. 相似文献
16.
When readers must search for a target letter while reading a continuous text, they are more likely to miss targets in frequent function words than in less frequent content words. This missing-letter effect has been found across many languages, methodologies, and types of reading materials. Despite the ubiquity of the missing-letter effect, sex differences have been reported, but their pattern is conflicting and no clear interpretation has been offered so far. In two experiments, sex differences were examined in the letter search task, while also measuring spatial and reading skills. In both experiments, the missing-letter effect was found for both genders and a larger missing-letter effect was found for faster readers. It is concluded that when sex differences are observed in the missing-letter effect, they are likely due to reading speed and not to spatial skills as previously hypothesized. Results are interpreted in light of the Attentional Disengagement model of the missing-letter effect. 相似文献
17.
Two thousand and sixty‐five 11‐year‐olds in their first term at secondary school were given a variety of attitude and achievement tests. Overall both girls and boys had positive attitudes to science but there were substantial sex differences‐‐boys were much keener than girls to learn about physical science, and girls were keener than boys to learn about nature study and human biology. Boys had much greater experience than girls of tinkering activities, but girls had more experience of biological science activities. Boys were much more likely than girls to see science as a masculine preserve. At this age attitudes to science were virtually unrelated to achievement in science‐ and technology‐related areas. One important exception to this is that girls who saw science as masculine tended to perform worse on the cognitive tests. 相似文献
18.
During the high school years, most young people in the United States receive school-based sexuality education, but there is little research on what they want to know about sex and sexuality but may be afraid to ask. This study is a content analysis of anonymous questions about sex (N = 645) asked by ninth-grade students from the greater Los Angeles area. A sample of predominantly lower-income and Latino/a students submitted anonymous questions before participating in sexuality education. Results show that young people are eager to understand how to use birth control and prevent pregnancy, have misinformation about sex and sexuality, and are misinformed on many topics. Results are discussed in light of what educators and others can do to help young people develop a safe, healthy sex life. 相似文献
19.
Although adolescents' sexual health is generally better when parents and adolescents communicate about sex and sexuality, researchers have found parents can be reluctant to engage adolescents in conversations about those topics. To better understand why, we reviewed prior literature and identified four types of parent-based barriers to communication with adolescents about sex: limited sexual health knowledge, believing adolescents are not ready to discuss sex, discomfort discussing sex, and demographic factors. We then used the Theory of Planned Behavior to develop recommendations for how health educators can address these barriers, thereby increasing parent–adolescent sexual health communication. 相似文献
20.
Peter Cumper 《Sex education》2013,13(2):125-136
The Human Rights Act 1998 is the most significant British statute to have been passed in the last decade. It has already been the catalyst for a series of high profile cases, ranging from the privacy rights of celebrities (Douglas v Hello! [2001] QB 967) to the Home Secretary's sentencing powers in murder cases (R (Anderson) v Secretary of State for the Home Department [2002] 4 All ER 1089). Yet, beyond the media spotlight, the real influence of the Human Rights Act 1998 lies in the fact that individuals and groups have, for the first time, been accorded the opportunity to invoke in the national courts a series of fundamental human rights. In this paper I will consider one area that is likely to be affected—the extent to which the Human Rights Act will have an impact on the law relating to sex and relationship education (SRE). 相似文献