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

scholarly journals Double Jeopardy-Analyzing the Combined Effect of Age and Gender Stereotype Threat on Older Workers

2021 ◽  
Vol 11 ◽  
Author(s):  
Claudia Manzi ◽  
Angela Sorgente ◽  
Eleonora Reverberi ◽  
Semira Tagliabue ◽  
Mara Gorli
Keyword(s):  
Stereotype Threat ◽  
Gender Stereotypes ◽  
Organizational Identification ◽  
Older Workers ◽  
Work Performance ◽  
Gender Stereotype ◽  
Combined Effect ◽  
Identity Processes ◽  
And Gender ◽  
Effect Of Age

In this study we aim to analyze the combined effect of age-based and gender stereotype threat on work identity processes (and in particular on authenticity and organizational identification) and on work performance (self-rating performance). The research utilizes an ample sample of over fifty-year-old workers from diverse organizations in Italy. Using a person-centered approach four clusters of workers were identified: low in both age-based and gender stereotype threat (N = 4,689), high in gender and low in age-based stereotype threat (N = 1,735), high in age-based and low in gender stereotype threat (N = 2,013) and high in both gender and age-based stereotype threat (N = 758). Gender was significantly associated with these clusters and women were more frequently present in those groups with high gender stereotype threat. ANOVA results show that workers in the last two clusters score significantly lower in authenticity, organizational identification and self-rate performance. All in all, if ageism is undoubtedly problematic for older workers’ identity processes, ageism and gender-stereotypes represent a double risk for women over fifty in the workplace. The analysis of the results can be beneficial both for the theoretical advancement and for the practical insights offered in the organizational and management field, where new policies of HR management can be elaborated, in order to value and to improve the workers experience.

scholarly journals Parental Support, Self-Efficacy Beliefs, Outcome Expectations and Interests in Science, Technology, Engineering and Mathematics (STEM)

2019 ◽  
Vol 18 (2) ◽  
pp. 1-15 ◽  
Author(s):  
Carmen María Fernández García ◽  
Susana Torío-López ◽  
Omar García-Pérez ◽  
Mercedes Inda-Caro
Keyword(s):  
Secondary Education ◽  
Gender Stereotypes ◽  
Parental Support ◽  
Self Efficacy ◽  
Structural Equation ◽  
Descriptive Analysis ◽  
Outcome Expectations ◽  
Efficacy Beliefs ◽  
Equation Modeling ◽  
And Gender

The main objective of the paper will be to analyze the influence of parental academic expectations and gender stereotypes in secondary education students’ self-efficacy beliefs, outcome expectations, and interests. 2364 students in their final year of Lower Secondary Education participated in the study in Spain. Data have been analyzed combining three procedures: descriptive analysis, comparison of means and structural equation modeling. The results indicate that boys perceive higher parental support than girls in technology and computing. Regarding gender stereotypes, boys perceive higher parental gender stereotypes than girls in technology/computing and science. In our sample, perceived parental support and gender stereotypes do not have a direct influence on outcome expectations and interest, however, self-efficacy beliefs do influence outcome expectations and interest.

scholarly journals New Management Approaches in Digitized Work as the Cure for Inequality?

2021 ◽  
Vol 10 (4) ◽  
pp. 124
Author(s):  
Amelie Tihlarik ◽  
Stefan Sauer
Keyword(s):  
Software Development ◽  
Gender Stereotypes ◽  
Self Efficacy ◽  
Technology Development ◽  
Commercial Technology ◽  
Management Roles ◽  
Specific Activities ◽  
Management Approaches ◽  
And Gender

Due to the increasing importance of digitization, ICT and engineering sectors are also growing. In these sectors, there are a lot of high-qualified and well-paid jobs. However, despite the growing importance and popularity of digital solutions, one fact (at least) is, unfortunately, still very stable within the ICT and engineering sectors: When it comes to employees, there are still huge differences with respect to gender and gender stereotypes. (Commercial) technology development can be regarded as having masculine connotations both structurally and culturally. Therefore, we address these connotations, especially the roles of androcentric bureaucracy, which could be described as hierarchical, technocentric, and very controlling-oriented, and (the structural possibilities of) self-efficacy. We discuss, conceptually and empirically with a focus on software development, whether new management approaches like agile frameworks and new management roles like Feel-good Managers and Scrum Master could be seen as a cure for inequality or if there are new stereotypical gender-related ascriptions for specific activities or processes.

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 Psicomotricidad, corporalidad, género y filosofía positivista en Chile: análisis crítico de documentos ministeriales (Psychomotricity, corporeality, gender and positivist philosophy in Chile: a critical analysis of ministerial documents)

Retos ◽  
2022 ◽  
Vol 45 ◽  
pp. 12-19
Author(s):  
Loreto Chihuailaf Vera ◽  
Felipe Nicolás Mujica Johnson ◽  
Rocío Fernanda Concha López
Keyword(s):  
Early Childhood ◽  
Gender Stereotypes ◽  
Critical Analysis ◽  
Formal Education ◽  
Psychomotor Skills ◽  
Cultural Activity ◽  
Childhood Education ◽  
America Latina ◽  
And Gender ◽  
Passive Attitude

  La educación formal puede ser entendida como una actividad cultural que es influenciada por múltiples perspectivas epistemológicas que están presentes en la sociedad. Además, cada nación tiene sus propias particularidades en función de su propia historia y ciudadanía que son únicas. Unas de las corrientes teóricas que ha tenido un auge pedagógico en los últimos años en América Latina es la perspectiva feminista, promoviendo la igualdad de género. Considerando dicho contexto, se desarrolló el presente ensayo cuyo objetivo es analizar desde una perspectiva crítica y de género cuatro documentos ministeriales chilenos sobre psicomotricidad y corporalidad en edad infantil. Los análisis reflejaron que existe una marcada tendencia conductista, positivista, neoliberal y acrítica en torno al género, la psicomotricidad y la corporalidad en los textos ministeriales considerados. De este modo, se estaría promoviendo una educación infantil que asume una actitud pasiva ante las injusticias sociales y los estereotipos de género de corte patriarcal. En este sentido, se estaría reproduciendo, en el profesorado y en el alumnado infantil, una racionalidad curricular técnica y tradicional. Abstract: Formal education can be understood as a cultural activity that is influenced by multiple epistemological perspectives that are present in society. In addition, each nation has its own particularities based on its own unique history and citizenship. One of the theoretical currents that has had a pedagogical boom in recent years in Latin America is the feminist perspective, promoting gender equality. Considering this context, this essay was developed with the objective of analyzing from a critical and gender perspective four Chilean ministerial documents on psychomotricity and corporeality in early childhood. The analyses showed that there is a marked behaviourist, positivist, neoliberal and uncritical tendency towards gender, psychomotor skills and corporeality in the ministerial texts considered. In this way, it would be promoting an early childhood education that assumes a passive attitude towards social injustices and patriarchal gender stereotypes. In this sense, a technical and traditional curricular rationality is being reproduced among teachers and children.

scholarly journals Expected and unexpected effects of sexism on women’s mathematics performance

2019 ◽  
Vol 53 (1) ◽  
pp. 28-44
Author(s):  
Vanessa Smith-Castro ◽  
Eiliana Montero-Rojas ◽  
Tania Elena Moreira-Mora ◽  
José Andrey Zamora-Araya
Keyword(s):  
Gender Stereotypes ◽  
Self Efficacy ◽  
Math Performance ◽  
Hostile Sexism ◽  
University Women ◽  
Social Sciences And Humanities ◽  
Model Adjustment ◽  
School Girls ◽  
And Gender

Research has shown that gender differences in Math performance are partially predicted by sociocultural aspects such as sexist ideologies and stereotypes. This study examined sexist ideologies as predictors of women´s achievement in standardized Math tests, and the mediation role of Math-gender stereotypes and Math self- efficacy, while controlling for abstract reasoning, among high-school girls (H.S.), and university women majoring Social Sciences and Humanities (SSH), and in Science, Technology, Engineering and Math (STEM). Among H.S. girls, data showed the expected indirect effect of Math gender stereotypes on Math achievement via Math self-efficacy. Among university students, model adjustment was less optimal. An unexpected positive relationship between hostile sexism and Math performance in STEM fields emerged. Out data suggest several mechanisms by which ideologies and gender stereotypes affect women´s Math performance.

scholarly journals Gender Representation on Pictures, Dialogues and Reading Texts in “Bahasa Inggris Untuk Kelas X SMA/Ma”.

2021 ◽  
Vol 11 (3) ◽  
pp. 334-343
Author(s):  
Devi Arini Murrikaningrum ◽  
Januarius Mujiyanto ◽  
Mursid Saleh
Keyword(s):  
Gender Stereotypes ◽  
Female Gender ◽  
Gender Stereotype ◽  
Qualitative Approach ◽  
Gender Representation ◽  
Gender Neutral ◽  
Reading Text ◽  
And Gender ◽  
Gender Specific ◽  
Reading Texts

This study focuses on gender representation of the picture, dialogue, and reading texts in a textbook – Bahasa Inggria Untuk Kelas X SMA/MA. For Grade X Senior High School. It used a descriptive qualitative approach, and its objective was both to investigate gender representation in the pictures, dialogue, and reading text and, the representation between them. The study revealed that male domination was found in the picture, dialogues and, reading text as seen from gender visibility, gender-specific nouns, gender-stereotypes. Only, in the dialogues gender stereotype was dominated by female. The relation between picture, reading text and, dialogues, have similarity was dominated by a male, as seen from gender-neutral and gender-specific nouns. Although gender stereotypes and gender visibility in the dialogue were dominated by a female. Gender visibility, gender stereotype, gender-neutral and gender-specific noun between reading texts and pictures, have similarity was dominated by male. The representation between reading text and pictures support each other because they are mutually sustainable. Gender visibility and gender stereotype in the reading text and dialogue have unequal dominated. Gender visibility in the reading text is dominated by a male, while gender visibility in the dialogue is dominated by a female.

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