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41.
This paper explores the importance of class-related stereotypes for the discipline practice of pre-service teachers and whether stereotypes and discipline practice are related to their students' outward appearance. Pre-service teachers were asked to assign adjectives to photographs of children from the lower and middle social classes and to choose disciplinary actions for photographs of disruptive situations involving children from these classes. Results show that 40% of pre-service teachers treated children unfairly based on class affiliation, of these 50% punished lower-class children more harshly. The unfair treatment of lower-class children was linked to class-related stereotypes and to indicators of social identity. 相似文献
42.
Albert H. Yee 《Educational Psychology Review》1992,4(1):95-132
Although Asian Americans today are lauded as a model minority and Asian students are praised as whiz kids, racial prejudice toward Asians is as true today as it was in the past. American stereotypes of Asians appear characterized by persistent perceptual homogeneity and attitude-behavior inconsistencies. This review aims to: (a) display and analyze the basic stereotype toward Asians, (b) hypothesize an explanation for the basic Asian stereotype, (c) examine the Asian student stereotype by analyzing three factors commonly used to account for the achievement of Asian students, and (d) provide suggestions for research. Arguments for Asians' inherited advantages in IQ and cognitive abilities appear to be questionable. However, the factor of family encouragement and support as well as the work ethic and drive for education factor are found to be advantageous and disadvantageous to achievement, depending on how they are applied. The article discusses homogeneity-heterogeneity of perceptions, attitude-behavior consistency, achievement motivation, parent-child social interaction, mental health, and counseling needs relative to Asian students. 相似文献
43.
黄鸣 《绵阳师范学院学报》2004,23(6):87-90
“化定型”指人们在跨化交际研究或跨化实际交往中对不同化背景的民族和国家成员的笼统的、简单的看法。面对这个纷繁复杂的世界和各民族不同的化表象,人们采取更为简单的方式来概括一个民族的化特征,这样的概括有一定的真实性和合理性。形成定型观念有多方面的原因,在研究跨化交际和外语学习中也是必要的,但这种简单的单雏式的分类也有不少弊病,主要表现在夸大群体差异,忽略个体化的特殊性。忽略化是动态多变的特点,助长民族中心主义等方面。所以,“化定型”被认为是跨化交际研究中一个不可忽略的问题。本论述在跨化交际中“化定型”所起的积极作用和建立“化定型”的必要性以及其弊端和打破“化定型”的可能性。从而提出如何消除因为“定型”而产生的跨化交际障碍。 相似文献
44.
为了考察军校学员和一般大学生关于军人的内隐刻板印象状况以及军校学员的军人内隐刻板印象和自我和谐的关系,以军校学员和一般大学生为被试,使用内隐联想测验(IAT)程序测查内隐刻板印象,并采用《自我和谐量表》测查军校学员自我和谐状况。结果发现:1.军校学员和一般大学生在内隐联想测验中不相容条件下的反应时都显著高于相容反应时。2.军校学员和一般大学生的内隐联想测验的效应值存在显著性差异。3.自我和谐量表中的自我刻板性分量表得分能显著预测内隐联想测验效应值。两类大学生对军人的刻板印象均存在内隐性;刻板印象在群体内外强度是不同的,群体内强度显著高于群体外强度;军校学员的自我和谐量表中的自我刻板性得分对其职业的内隐刻板印象具有预测作用。 相似文献
45.
ABSTRACTEfforts to reach gender equality in education in Finland have been extensive. Both teacher education and policy documents for schools have focused on gender equality and gender-neutral treatment of students. The aim of this study is to explore if and how these efforts are manifested in upper secondary school teachers’ and study counsellors’ perceptions of students’ self-belief, academic emotions, study habits and behaviour at school. Twenty-three interviews were conducted and analysed qualitatively through inductive content analysis. The results revealed that teachers and study counsellors perceive that girls’ low self-belief and high achievement expectations affected their academic performance, while boys’ insecurity or need for support was rarely mentioned. The teachers ascribed the students several gender-stereotypical attributes: girls were perceived as diligent and hard-working while boys were perceived as being indifferent towards school and achievements. The implications of these results for students’ self-belief and for teacher education are discussed. 相似文献
46.
This paper presents findings from an evaluation of the Computer Clubs for Girls, an initiative originally delivered in the South East of England, designed to encourage more girls to take up information technology (IT) courses and careers. By targeting girls aged 10–14, the club aimed to provide members with a ‘gender relevant’ experience of IT, tackling issues of access, confidence and negative attitudes about IT. The evaluation, conducted over four years, included the collection of quantitative and qualitative data from members and non-members of the clubs. It included a longitudinal component in order to assess the longer-term impacts of the club. The findings support the critical view that initiatives based on assumptions about the relationship between girls and IT misinterpret ‘the problem’ about female under-representation in IT, and are unlikely to have a significant or sustained impact on what remains an occupational and subject area divided by gender typing. The paper argues for an approach which challenges the social and cultural discourses that maintain this gender divide. 相似文献
47.
杨柳 《佳木斯教育学院学报》2013,(11)
本文中笔者试图在Gumperz互动社会语言学的理论框架下,运用Ron Scollon的语篇系统分析法,将跨文化研究重新定位在跨语篇交际上,力求在某种程度上有效避免由于文化定势引起的种种误解。 相似文献
48.
Michael H. Romanowski 《Clearing house (Menasha, Wis.)》2013,86(1):27-33
This personal narrative explores bullying from a victim's perspective, relating experiences with bullying in a high school physical education class and reflecting on the long-lasting effects of such treatment. 相似文献
49.
课堂中的“性别刻板印象”分析 总被引：1，自引：0，他引：1
性别刻板印象的普遍性和牢固性成为影响女性潜能发挥的因素之一。在此基础上,本文分析了课堂中"性别刻板印象",继而从后现代女性主义教育学的独特视角提出解决这一现象的对策。这一研究有利于对女性教育意识的提高,同时也有利于我国有效课堂教学的进行。 相似文献
50.
Gendered stereotypes persist in American classrooms despite efforts to create equitable learning environments. Within this qualitative study, we examined both teachers’ and administrators’ perceptions of gender in the classroom and present the data of the continued gender bias among some educators in their own words. The data showed teachers and administrators attributed conflict styles based upon gender and consistently reference boys conflict resolution style as “over quickly” in contrast to girls conflict resolution style. Likewise, participants’ gendered perceptions extended to the kinds of feedback they expected girls and boys to prefer. Additionally, our findings show that participants misunderstood or lacked knowledge of scientifically sound research and participants described changing the curriculum in a single-sex class/school to use stereotypical topics and activities for student engagement. The authors suggest this data should open a discussion between education scholars and practitioners to help align current knowledge about gender and development and implications of stereotypes for classroom practice. 相似文献