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Arts versus science - academic background implicitly activates gender stereotypes on cognitive abilities with threat raising men's (but lowering women's) performance.

机译:艺术与科学-学术背景隐含地激活了认知能力上的性别定型观念,威胁了男性的表现(但却降低了女性的表现)。

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摘要

There is ongoing debate as to whether “innate” cognitive sex differences contribute to the underrepresentation of women in science and engineering careers. Decades of gender research have revealed good evidence that both biological (e.g. sex hormones) and socio-cultural factors (e.g. gender stereotypes) contribute significantly to cognitive sex differences. Research on gender stereotypes has revealed that priming gender can have adverse or beneficial effects on cognitive performance, depending on whether primed participants appraise the testing situation as threatening or challenging. Several contextual factors have been investigated in this respect. Despite the debate on women in STEM disciplines, however, surprisingly little attention has been paid to academic discipline as a potentially relevant contextual factor. The present study investigated whether gender stereotypes affect cognitive sex differences differently in STEM (chemistry, engineering) and arts (English, philosophy) students. In Experiment 1, male and female arts and science students were tested on two sex-sensitive cognitive tests (mental rotation and verbal fluency) after gender stereotypes were activated. In Experiment 2, arts versus science stereotypes were activated. It was hypothesized that beliefs linked to gender and academic discipline are strongly associated (science = male, arts = female) with similar cognitive effects. Regardless of which identity is primed, it was hypothesized that female arts students would be particularly vulnerable to stereotype threat and would show the lowest performance of all groups in a male cognitive domain (i.e., mental rotation). Due to men's higher confidence in their cognitive abilities, it was hypothesized that primed men would show a performance increase in both spatial (stereotype lift) and verbal abilities (stereotype reactance). The results supported these hypotheses. The two experiments suggest that prompting participants' academic discipline implicitly activated gender stereotypes with considerable negative consequences for women's cognitive test performance. The results also suggest that the well-known sex difference in mental rotation (with men outperforming women) primarily occurs when negative stereotypes about women's spatial abilities are implicitly primed.
机译:关于“先天的”认知性别差异是否会导致女性在科学和工程职业中的代表性不足,目前仍在争论。数十年的性别研究表明,生物学(例如性激素)和社会文化因素(例如性别定型观念)都对认知性别差异做出了重要贡献。有关性别定型观念的研究表明,启动性别可能会对认知表现产生不利或有利影响,这取决于启动参与者对测试情况的​​评价是威胁还是挑战。在这方面已经研究了几个上下文因素。尽管在STEM学科中存在关于女性的争论,但是令人惊讶的是,很少有人将学术学科作为潜在的相关上下文因素来关注。本研究调查了性别定型观念是否对STEM(化学,工程)和艺术(英语,哲学)学生的认知性别差异产生不同的影响。在实验1中,在激活了性别刻板印象之后,男女文科和理科学生接受了两个对性别敏感的认知测试(心理旋转和语言流利度)。在实验2中,激活了艺术与科学定型观念。据推测,与性别和学术纪律有关的信念与类似的认知效果密切相关(科学=男性,艺术=女性)。不管哪种身份受到什么激励,都假设女文科学生特别容易受到刻板印象的威胁,并且在男性认知领域(即心理旋转)中表现出所有群体的最低表现。由于男人对自己的认知能力有更高的信心,因此有假设的是,有素养的男人在空间能力(定型提升)和言语能力(定型反抗)上都会表现出提高的表现。结果支持了这些假设。这两个实验表明,促使参与者的学科纪律隐含地激活了性别刻板印象,对女性的认知测试表现产生了相当大的负面影响。研究结果还表明,众所周知的心理旋转性别差异(男性表现优于女性)主要是由于隐含着对女性空间能力的负面刻板印象。

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    Hausmann M.;

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  • 年度 2014
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  • 原文格式 PDF
  • 正文语种 {"code":"en","name":"English","id":9}
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