Thesis info Science = Male, Arts = Female, but I am the Exception:
Studies on Gender Stereotypes of the Counter Subject Gender Stereotypes College Students
The current studies focus on gender stereotypes among counter subject gender stereotypes (CSGS) college students. Using direct and indirect measurement methods, the studies measured both the explicit and implicit gender stereotypes and math/language attitudes among 368 first-year students majoring in math and Chinese language and literature at Sichuan University of Science and Engineering, and compared them with subject gender stereotypes (SGS) college students. Additionally, the studies explored the relationship between explicit and implicit gender stereotypes, math/language attitudes, and math/English performance. The following conclusions were drawn:
a)Apart from explicit subject gender stereotypes, there were no differences in other explicit or implicit gender stereotypes between CSGS and SGS college students. Notably, CSGS college students did not demonstrate greater identification with sex role egalitarianism compared to SGS college students. Overall, CSGS college students are not exceptional in terms of gender stereotypes and sex role egalitarianism compared to SGS college students, as there is more similarity than difference between the two groups.
b)CSGS college students do exhibit differences from SGS college students with regard to their explicit attitudes towards math and language. Specifically, CSGS students hold more positive explicit attitudes towards both math and language in comparison to SGS students. However, there were no notable differences in implicit attitudes towards math and language between the two groups, as both shared negative implicit attitudes towards math and positive implicit attitudes towards language.
c)Gender is a significant factor that influences gender stereotypes. Compared to male college students, female college students are less accepting of gender stereotypes and more accepting of sex role egalitarianism, although this difference is mainly manifested in explicit rather than implicit measurements.
d)Explicit gender stereotypes and implicit gender stereotypes are linked yet distinct constructs.
e)Gender stereotypes can indeed predict math/language attitude, and have a certain predictive ability.
f)Gender stereotypes have a certain predictive power for the math performance of CSGS college students, but not for their English performance.
g)Math/language attitudes may indeed be the mediating variables between gender stereotypes and math/English performance, but this possibility is not very high.
Annotation in English
The current studies focus on gender stereotypes among counter subject gender stereotypes (CSGS) college students. Using direct and indirect measurement methods, the studies measured both the explicit and implicit gender stereotypes and math/language attitudes among 368 first-year students majoring in math and Chinese language and literature at Sichuan University of Science and Engineering, and compared them with subject gender stereotypes (SGS) college students. Additionally, the studies explored the relationship between explicit and implicit gender stereotypes, math/language attitudes, and math/English performance. The following conclusions were drawn:
a)Apart from explicit subject gender stereotypes, there were no differences in other explicit or implicit gender stereotypes between CSGS and SGS college students. Notably, CSGS college students did not demonstrate greater identification with sex role egalitarianism compared to SGS college students. Overall, CSGS college students are not exceptional in terms of gender stereotypes and sex role egalitarianism compared to SGS college students, as there is more similarity than difference between the two groups.
b)CSGS college students do exhibit differences from SGS college students with regard to their explicit attitudes towards math and language. Specifically, CSGS students hold more positive explicit attitudes towards both math and language in comparison to SGS students. However, there were no notable differences in implicit attitudes towards math and language between the two groups, as both shared negative implicit attitudes towards math and positive implicit attitudes towards language.
c)Gender is a significant factor that influences gender stereotypes. Compared to male college students, female college students are less accepting of gender stereotypes and more accepting of sex role egalitarianism, although this difference is mainly manifested in explicit rather than implicit measurements.
d)Explicit gender stereotypes and implicit gender stereotypes are linked yet distinct constructs.
e)Gender stereotypes can indeed predict math/language attitude, and have a certain predictive ability.
f)Gender stereotypes have a certain predictive power for the math performance of CSGS college students, but not for their English performance.
g)Math/language attitudes may indeed be the mediating variables between gender stereotypes and math/English performance, but this possibility is not very high.
Keywords
Counter subject gender stereotypes college students,Direct measurement, Indirect measurement,IAT,Explicit gender stereotypes, Implicit gender stereotypes,Explicit math/language attitudes,Implicit math/language attitudes, College entrance examination math performance,College entrance examination English performance.
Keywords in English
Counter subject gender stereotypes college students, Direct measurement, Indirect measurement,IAT,Explicit gender stereotypes, Implicit gender stereotypes,Explicit math/language attitudes,Implicit math/language attitudes, College entrance examination math performance,College entrance examination English performance.
Length of the covering note
200p.(52 413 characters)
Language
AN
Annotation
The current studies focus on gender stereotypes among counter subject gender stereotypes (CSGS) college students. Using direct and indirect measurement methods, the studies measured both the explicit and implicit gender stereotypes and math/language attitudes among 368 first-year students majoring in math and Chinese language and literature at Sichuan University of Science and Engineering, and compared them with subject gender stereotypes (SGS) college students. Additionally, the studies explored the relationship between explicit and implicit gender stereotypes, math/language attitudes, and math/English performance. The following conclusions were drawn:
a)Apart from explicit subject gender stereotypes, there were no differences in other explicit or implicit gender stereotypes between CSGS and SGS college students. Notably, CSGS college students did not demonstrate greater identification with sex role egalitarianism compared to SGS college students. Overall, CSGS college students are not exceptional in terms of gender stereotypes and sex role egalitarianism compared to SGS college students, as there is more similarity than difference between the two groups.
b)CSGS college students do exhibit differences from SGS college students with regard to their explicit attitudes towards math and language. Specifically, CSGS students hold more positive explicit attitudes towards both math and language in comparison to SGS students. However, there were no notable differences in implicit attitudes towards math and language between the two groups, as both shared negative implicit attitudes towards math and positive implicit attitudes towards language.
c)Gender is a significant factor that influences gender stereotypes. Compared to male college students, female college students are less accepting of gender stereotypes and more accepting of sex role egalitarianism, although this difference is mainly manifested in explicit rather than implicit measurements.
d)Explicit gender stereotypes and implicit gender stereotypes are linked yet distinct constructs.
e)Gender stereotypes can indeed predict math/language attitude, and have a certain predictive ability.
f)Gender stereotypes have a certain predictive power for the math performance of CSGS college students, but not for their English performance.
g)Math/language attitudes may indeed be the mediating variables between gender stereotypes and math/English performance, but this possibility is not very high.
Annotation in English
The current studies focus on gender stereotypes among counter subject gender stereotypes (CSGS) college students. Using direct and indirect measurement methods, the studies measured both the explicit and implicit gender stereotypes and math/language attitudes among 368 first-year students majoring in math and Chinese language and literature at Sichuan University of Science and Engineering, and compared them with subject gender stereotypes (SGS) college students. Additionally, the studies explored the relationship between explicit and implicit gender stereotypes, math/language attitudes, and math/English performance. The following conclusions were drawn:
a)Apart from explicit subject gender stereotypes, there were no differences in other explicit or implicit gender stereotypes between CSGS and SGS college students. Notably, CSGS college students did not demonstrate greater identification with sex role egalitarianism compared to SGS college students. Overall, CSGS college students are not exceptional in terms of gender stereotypes and sex role egalitarianism compared to SGS college students, as there is more similarity than difference between the two groups.
b)CSGS college students do exhibit differences from SGS college students with regard to their explicit attitudes towards math and language. Specifically, CSGS students hold more positive explicit attitudes towards both math and language in comparison to SGS students. However, there were no notable differences in implicit attitudes towards math and language between the two groups, as both shared negative implicit attitudes towards math and positive implicit attitudes towards language.
c)Gender is a significant factor that influences gender stereotypes. Compared to male college students, female college students are less accepting of gender stereotypes and more accepting of sex role egalitarianism, although this difference is mainly manifested in explicit rather than implicit measurements.
d)Explicit gender stereotypes and implicit gender stereotypes are linked yet distinct constructs.
e)Gender stereotypes can indeed predict math/language attitude, and have a certain predictive ability.
f)Gender stereotypes have a certain predictive power for the math performance of CSGS college students, but not for their English performance.
g)Math/language attitudes may indeed be the mediating variables between gender stereotypes and math/English performance, but this possibility is not very high.
Keywords
Counter subject gender stereotypes college students,Direct measurement, Indirect measurement,IAT,Explicit gender stereotypes, Implicit gender stereotypes,Explicit math/language attitudes,Implicit math/language attitudes, College entrance examination math performance,College entrance examination English performance.
Keywords in English
Counter subject gender stereotypes college students, Direct measurement, Indirect measurement,IAT,Explicit gender stereotypes, Implicit gender stereotypes,Explicit math/language attitudes,Implicit math/language attitudes, College entrance examination math performance,College entrance examination English performance.
Research Plan
1.Research purpose
The purpose of the present studies is to conduct a comprehensive and systematic study on the gender stereotypes of the CSGS college students, and the relationship among the gender stereotypes, math/language attitude and math/language performance.
2..Research questions
Compared with SGS college students, what are the explicit gender stereotypes and sex role egalitarianism attitudes of CSGS college students?
Compared with SGS college students, what are the implicit gender stereotypes of CSGS college students?
What is the relationship between explicit gender stereotypes and implicit gender stereotypes of CSGS college students?
Whether the gender stereotypes of CSGS college students affects their math and language performance? Who can predict math and language performance better, explicit gender stereotypes or implicit gender stereotypes?
Whether the gender stereotypes of CSGS college students affects their math/language attitudes? Who can predict math/language attitudes better, explicit gender stereotypes or implicit gender stereotypes?
What is the relationship among gender stereotypes, math/language performance and math/language attitudes of CSGS college students? Do math/language attitudes play a moderator or mediator role between gender stereotypes and math/language performance?
3. Research technology route
This research is divided into two parts from the perspective of research methods. One part is qualitative by means of interviews, and the other part is quantitative by means of scales and laboratory tests. Specifically, the function of the initial interview is to find that CSGS college students do not agree with subject gender stereotypes and regard they are the exception. On this basis, the main issues to be explored in the present studies are refined: what are the gender stereotypes of CSGS college students?
After finding the main issues in the initial interview, read the literature, review the previous research on these issues, and clarify the limitations of previous research in these issues. Next, carry out quantitative research. This quantitative study is mainly to explore the gender stereotypes of CSGS college students, but also involves two other variables, mathematics/language attitude and mathematics/language performance, and to study the relationship between these three variables. The two variables of gender stereotype and mathematics/language attitude are both measured directly and indirectly. The direct measurement is realized by the scales, and the indirect measurement is realized by implicit association test(IAT). Therefore, this quantitative study measured the explicit gender stereotype and implicit gender stereotype as well as the explicit and implicit math/language attitudes respectively, which can comprehensively reveal the gender stereotype and math/language attitudes of CSGC college students. In addition to focusing on the correlation among the three variables, whether mathematics/language attitude plays a moderator or mediator role between gender stereotypes and mathematics/language achievements were tested.
In the process of implementation, the participants were given online questionnaires to collect demographic information and data from various scales first. After an interval of one week, participants were invited to the psychology laboratory to conduct IAT collecting implicit test data.
Research Plan
1.Research purpose
The purpose of the present studies is to conduct a comprehensive and systematic study on the gender stereotypes of the CSGS college students, and the relationship among the gender stereotypes, math/language attitude and math/language performance.
2..Research questions
Compared with SGS college students, what are the explicit gender stereotypes and sex role egalitarianism attitudes of CSGS college students?
Compared with SGS college students, what are the implicit gender stereotypes of CSGS college students?
What is the relationship between explicit gender stereotypes and implicit gender stereotypes of CSGS college students?
Whether the gender stereotypes of CSGS college students affects their math and language performance? Who can predict math and language performance better, explicit gender stereotypes or implicit gender stereotypes?
Whether the gender stereotypes of CSGS college students affects their math/language attitudes? Who can predict math/language attitudes better, explicit gender stereotypes or implicit gender stereotypes?
What is the relationship among gender stereotypes, math/language performance and math/language attitudes of CSGS college students? Do math/language attitudes play a moderator or mediator role between gender stereotypes and math/language performance?
3. Research technology route
This research is divided into two parts from the perspective of research methods. One part is qualitative by means of interviews, and the other part is quantitative by means of scales and laboratory tests. Specifically, the function of the initial interview is to find that CSGS college students do not agree with subject gender stereotypes and regard they are the exception. On this basis, the main issues to be explored in the present studies are refined: what are the gender stereotypes of CSGS college students?
After finding the main issues in the initial interview, read the literature, review the previous research on these issues, and clarify the limitations of previous research in these issues. Next, carry out quantitative research. This quantitative study is mainly to explore the gender stereotypes of CSGS college students, but also involves two other variables, mathematics/language attitude and mathematics/language performance, and to study the relationship between these three variables. The two variables of gender stereotype and mathematics/language attitude are both measured directly and indirectly. The direct measurement is realized by the scales, and the indirect measurement is realized by implicit association test(IAT). Therefore, this quantitative study measured the explicit gender stereotype and implicit gender stereotype as well as the explicit and implicit math/language attitudes respectively, which can comprehensively reveal the gender stereotype and math/language attitudes of CSGC college students. In addition to focusing on the correlation among the three variables, whether mathematics/language attitude plays a moderator or mediator role between gender stereotypes and mathematics/language achievements were tested.
In the process of implementation, the participants were given online questionnaires to collect demographic information and data from various scales first. After an interval of one week, participants were invited to the psychology laboratory to conduct IAT collecting implicit test data.
Recommended resources
Beere, C. A., King, D. W., Beere, D. B., & King, L. A. (1984). The Sex-Role Egalitarianism Scale: A measure of attitudes toward equality between the sexes. Sex Roles, 10(7), 563-576. https://doi.org/10.1007/BF00287265
Bergen, D. J., & Williams, J. E. (1991). Sex stereotypes in the United States revisited: 1972–1988. Sex Roles, 24(7), 413-423.
Bosson, J. K., Swann Jr, W. B., & Pennebaker, J. W. (2000). Stalking the perfect measure of implicit self-esteem: The blind men and the elephant revisited? Journal of Personality and Social Psychology, 79(4), 631-643.
Broverman, I. K., Vogel, S. R., Broverman, D. M., Clarkson, F. E., & Rosenkrantz, P. S. (1972). Sex‐role stereotypes: a current appraisal Journal of social issues, 28(2), 59-78.
Buchner, A., & Wippich, W. (2000). On the reliability of implicit and explicit memory measures. Cognitive psychology, 40(3), 227-259.
Burgess, D., & Borgida, E. (1999). Who women are, who women should be: Descriptive and prescriptive gender stereotyping in sex discrimination. Psychology, Public Policy, and Law, 5(3), 665-692.
Cai, H. (2003). A review on implicit association test. Advances in Psychological Science(03), 339-344.
Cai, H., Zhou, Y., & Shi, Q. (2001). Implicit Association Test (IAT) and its application in the study of gender stereotypes. Social Psychological Research(4), 6-11.
Casta\ no, A. M., Fontanil, Y., & García-Izquierdo, A. L. (2019). "Why can’t I become a manager?”—A systematic review of gender stereotypes and organizational discrimination. International journal of environmental research and public health, 16(10), 1813. https://doi.org/10.3390/ijerph16101813
Charlesworth, T. E., & Banaji, M. R. (2022). Patterns of implicit and explicit stereotypes III: Long-term change in gender stereotypes. Social Psychological and Personality Science, 13(1), 14-26. https://doi.org/10.1177/1948550620988425
Deaux, K., & Lewis, L. L. (1983). Assessment of gender stereotypes: Methodology and components. Psychological Documents, 13, 1-23.
Deaux, K., & Lewis, L. L. (1984). Structure of gender stereotypes: Interrelationships among components and gender label. Journal of Personality and Social Psychology, 46(5), 991-1004.
Eagly, A. H. (2013). Sex differences in social behavior: A social-role interpretation. Psychology Press.
Recommended resources
Beere, C. A., King, D. W., Beere, D. B., & King, L. A. (1984). The Sex-Role Egalitarianism Scale: A measure of attitudes toward equality between the sexes. Sex Roles, 10(7), 563-576. https://doi.org/10.1007/BF00287265
Bergen, D. J., & Williams, J. E. (1991). Sex stereotypes in the United States revisited: 1972–1988. Sex Roles, 24(7), 413-423.
Bosson, J. K., Swann Jr, W. B., & Pennebaker, J. W. (2000). Stalking the perfect measure of implicit self-esteem: The blind men and the elephant revisited? Journal of Personality and Social Psychology, 79(4), 631-643.
Broverman, I. K., Vogel, S. R., Broverman, D. M., Clarkson, F. E., & Rosenkrantz, P. S. (1972). Sex‐role stereotypes: a current appraisal Journal of social issues, 28(2), 59-78.
Buchner, A., & Wippich, W. (2000). On the reliability of implicit and explicit memory measures. Cognitive psychology, 40(3), 227-259.
Burgess, D., & Borgida, E. (1999). Who women are, who women should be: Descriptive and prescriptive gender stereotyping in sex discrimination. Psychology, Public Policy, and Law, 5(3), 665-692.
Cai, H. (2003). A review on implicit association test. Advances in Psychological Science(03), 339-344.
Cai, H., Zhou, Y., & Shi, Q. (2001). Implicit Association Test (IAT) and its application in the study of gender stereotypes. Social Psychological Research(4), 6-11.
Casta\ no, A. M., Fontanil, Y., & García-Izquierdo, A. L. (2019). "Why can’t I become a manager?”—A systematic review of gender stereotypes and organizational discrimination. International journal of environmental research and public health, 16(10), 1813. https://doi.org/10.3390/ijerph16101813
Charlesworth, T. E., & Banaji, M. R. (2022). Patterns of implicit and explicit stereotypes III: Long-term change in gender stereotypes. Social Psychological and Personality Science, 13(1), 14-26. https://doi.org/10.1177/1948550620988425
Deaux, K., & Lewis, L. L. (1983). Assessment of gender stereotypes: Methodology and components. Psychological Documents, 13, 1-23.
Deaux, K., & Lewis, L. L. (1984). Structure of gender stereotypes: Interrelationships among components and gender label. Journal of Personality and Social Psychology, 46(5), 991-1004.
Eagly, A. H. (2013). Sex differences in social behavior: A social-role interpretation. Psychology Press.