scholarly journals Self-Perceived Gender Typicality, Gender-Typed Attributes, and Gender Stereotype Endorsement in Elementary-School-Aged Children

Sex Roles ◽  
2012 ◽  
Vol 67 (7-8) ◽  
pp. 422-434 ◽  
Author(s):  
Meagan M. Patterson
Keyword(s):  
Elementary School ◽  
Gender Stereotype ◽  
Gender Typicality ◽  
School Aged Children ◽  
Stereotype Endorsement ◽  
And Gender

scholarly journals PENANAMAN KONSEP GENDER PADA MATA PELAJARAN IPS SD

2018 ◽  
Vol 8 (1) ◽  
Author(s):  
Fitria Martanti
Keyword(s):  
Elementary School ◽  
Early Childhood ◽  
Gender Stereotype ◽  
Solid Model ◽  
Teacher Role ◽  
School Age ◽  
Men And Women ◽  
Elementary School Age ◽  
And Gender ◽  
Gender Concept

Abstrak Konsep gender yang benar semestinya diajarkan pada anak mulai usia dini maupun usia sekolah dasar. Pemahaman gender akan memberikan gambaran tentang peran laki-laki dan perempuan yang benar bukan hanya sekedar stereotip masyarakat. Penanaman konsep gender yang tidak sesuai akan membentuk pemikiran anak tetang bagaimana peran laki-laki dan perempuan dan akan membentuk pemikiran anak yang bias gender. Adanya stereotip tentang gender pada dasarnya sangat nampak dalam pendidikan terutama nilai gender yang dianut oleh masyarakat terutama berkaitan dengan tempat pendidikan diabdikan, stereotip gender yang terdapat dalam kurikulum maupun buku ajar, dan nilai gender yang ditanamkan oleh guru. Menginggat begitu pentingnya penanaman konsep gender yang benar pada anak, maka dapat dilakukan melalui beberapa cara diantaranya penanaman konsep gender dalam mata pelajaran Ilmu Pengetahuan Sosial (IPS). Hal ini menginggat mata pelajaran IPS SD memiliki muatan materi untuk memahamkan anak tentang diri sendiri, keluarga dan masyarakat. Adapun konsep gender tentunya dapat diajarkan guru pada mata pelajaran IPS tema keluarga. Peran guru harus dapat memberikan contoh konkrit tentang peran laki-laki dan perempuan dalam keluarga, sekolah maupun masyarakat sehingga anak akan memahami konsep gender yang benar. Kata kunci: Konsep Gender, Pelajaran IPS Abstract The appropriate gender concept should be taught on children since early childhood or elementary school age. The understanding of gender will give description about the appropriate act on men and women, not only public stereotype. Unappropriate gender implementation will shape children’s mind about how men and women act and will shape children’s mind which gender refraction. The existance of stereotype about gender basically is visible in education, especially gender value attentived by public and related to implementation place, gender stereotype available in curriculum or teaching book, and gender value which applied by teacher. Considering the importance of appropriate gender implementation on children, it can be done by some ways, such as gender concept implementation in IPS lesson. Because it consider that IPS lesson on elementary school has material to understand student about themselves, family, and public. Gender concept can be taught by teacher on IPS lesson in theme about family. Teacher role should be give solid model about men and women act in family, school, and public so students can understand the appropriate gender concept.Keywords: gender concept, IPS lesson 

scholarly journals Mathematics-gender stereotype endorsement influences mathematics anxiety, self-concept, and performance differently in men and women

2021 ◽  
Author(s):  
Serena Rossi ◽  
Iro Xenidou-Dervou ◽  
Emine Simsek ◽  
Christina Artemenko ◽  
Gabriella Daroczy ◽  
...  
Keyword(s):  
Mathematics Anxiety ◽  
Underlying Mechanism ◽  
Gender Stereotype ◽  
Self Concept ◽  
Men And Women ◽  
Stereotype Endorsement ◽  
Arithmetic Performance ◽  
And Performance ◽  
And Gender ◽  
And Mathematics

Mathematics anxiety (MA) is negatively associated with mathematics performance. Although some aspects, such as mathematics self-concept (M-self-concept), seem to modulate this association, the underlying mechanism is still unclear. In addition, the false gender-stereotype according to which women are worse than men in mathematics, can have a detrimental effect on women. Nevertheless, the role that endorsement of this stereotype can have might differ between men and women. Therefore, within a structural equational approach, we investigated how MA and mathematics self-concept relate to arithmetic performance when considering one’s mathematics-gender stereotype endorsement and gender in a large sample (N = 923) of university students. Mathematics-gender stereotype endorsement influenced arithmetic performance through different mediation patterns via MA, M-self-concept in men and women. It was linked to higher MA, lower M-self-concept, and arithmetic performance in women, while in men, its effect was generally weaker but more complex (it was linked to higher M-self-concept and slightly higher numerical anxiety component of MA). Moreover, men and women perceived the questions included in the considered instruments differently, implying that their numerical scores may not be directly comparable, which has even broader theoretical and methodological implications for MA research.

Depictions of Ethnicity and Gender in Elementary School Science Materials

2009 ◽  
Author(s):  
Erin Winterrowd ◽  
Silvia Canetto ◽  
April Biasiolli ◽  
Nazanin Mohajeri-Nelson ◽  
Aki Hosoi ◽  
...  
Keyword(s):  
Elementary School ◽  
School Science ◽  
Elementary School Science ◽  
And Gender ◽  
Ethnicity And Gender

Gender Stereotype Endorsement as a Self-Enhancement Strategy

2007 ◽  
Author(s):  
Iva I. Katzarska-Miller ◽  
Monica Biernat
Keyword(s):  
Gender Stereotype ◽  
Stereotype Endorsement

An investigation of STEM Interest, Mathematics Beliefs and gender stereotypes among pre-service early childhood educators

2020 ◽  
Author(s):  
Thomas Delahunty ◽  
Máire Ní Ríordáin ◽  
Mark Prendergast
Keyword(s):  
Early Childhood ◽  
Gender Stereotypes ◽  
Self Efficacy ◽  
Gender Stereotype ◽  
Early Childhood Teacher ◽  
Cultural Barriers ◽  
Global Issue ◽  
Underrepresentation Of Women ◽  
And Gender ◽  
Stem Interest

BackgroundThe underrepresentation of women in STEM fields is a pervasive global issue. Despite evidence casting doubt on the preconceived notions that males outperform females in these domains, gender stereotype beliefs persist and have been highlighted as potential cultural barriers limiting females opportunities. Gender stereotype and ability beliefs emerge in early childhood and recent evidence has highlighted early childhood education as a promising period for the cultivation of positive STEM dispositions. AimsThis study investigated gender stereotype beliefs, mathematical self-beliefs and STEM attitudes among a sample of pre-service early childhood teachers to assess the existence of stereotype endorsements and predictive relationships with STEM interests.SampleParticipants were pre-service early childhood teacher (N=74), mean age 21.17 years, 4 males and 70 femalesMethodsElectronic surveys utilising a series of pre-established scales, measuring gender stereotype bias from ability and cultural perspectives, mathematical self-belief variables (self-efficacy, self-concept, anxiety), and interest in STEM, were distributed. ResultsRegression analysis reveal previous level of mathematical study at secondary school, social persuasions as a sources of self-efficacy and gender stereotype endorsements as significant predictors of overall attitude to STEMConclusions Findings suggest the importance of previous school experience and social influences as well as participants’ gender stereotype endorsements in influencing interest in STEM. These data are discussed in light of implications for teachers; future practice and teacher education

Pronoun Processing during Language Comprehension: The Effects of Distance and Gender Stereotype

2013 ◽  
Vol 44 (10) ◽  
pp. 1279-1288
Author(s):  
Li-Jing QIU ◽  
Sui-Ping WANG ◽  
Hsuan-Chih CHEN
Keyword(s):  
Language Comprehension ◽  
Gender Stereotype ◽  
And Gender

Women-Friendly Policies being adopted by Organizations: An Innovative aspect

2016 ◽  
Vol 3 (01) ◽  
Author(s):  
Shlesha Singh ◽  
Mrinalini Pandey
Keyword(s):  
Sexual Harassment ◽  
Glass Ceiling ◽  
Gender Stereotype ◽  
The Other ◽  
Family Responsibilities ◽  
Other Hand ◽  
The Family ◽  
Workplace Barriers ◽  
Women In The Workforce ◽  
And Gender

Organizations are these days realizing the importance of women in the workforce and to tap that talent, organizations are now-a-days putting extra efforts. Workplaces were designed keeping men in mind and which has been intercepting women from continuing the competitive jobs and career along with the family responsibilities. On the other hand, there are various workplace barriers which are adding to the other problems. Women face several barriers at the workplace like sexual harassment, glass ceiling and gender stereotype.

Corruption, Opportunity Networks, and Gender

2020 ◽  
Author(s):  
Nina Wiesehomeier ◽  
Tània Verge
Keyword(s):  
Conjoint Analysis ◽  
Unethical Behavior ◽  
Gender Stereotype ◽  
Women In Politics ◽  
Representative Survey ◽  
Business Interests ◽  
Female Politicians ◽  
Nationally Representative ◽  
And Gender

Abstract Given the gender stereotype that women are more ethical than men, people should assess female politicians as being less corruptible. Yet information about access to networks suggests that opportunities to engage in unethical behavior may counter this perception. Using a conjoint analysis in a nationally representative survey in Spain, a country shaken by corruption scandals, we asked respondents to identify the more corruptible politician between two hypothetical local councilors by imagining an investor willing to offer a bribe to advance business interests. Results indicate that female politicians do symbolically stand for honesty. However, this assessment is offset by embeddedness cues signaling a woman politician’s access to opportunity networks. We discuss our findings in light of instrumentalist arguments for an increase of women in politics as a means to combat corruption.

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