PDF(Pubmed)
Abstract：
Utilizing the High School Longitudinal Study, a nationally representative sample of U.S. high school students, this study investigates the factors that predict different beliefs about gendered math ability and the potential consequences for students\' choices to enter gender-segregated science, technology, engineering, and mathematics (STEM) majors in college. Among other results, analyses reveal that while about 25 percent of students report a traditionally stereotypical belief in male superiority, about 20 percent report a counter-stereotypical belief in female superiority; among female students, such beliefs are more common among black students. Further, models reveal a robust association between holding counter-stereotypical beliefs and the likelihood that women choose biological science majors, which are female dominated, compared to non-STEM fields. Among men, holding counter-stereotypical beliefs is associated with a lower likelihood of majoring in physical science, computer science, math, and engineering fields, which are strongly male dominated, versus non-STEM fields. Implications for gender inequality in STEM fields are discussed.
摘要：
利用高中纵向研究，美国高中生的全国代表性样本，这项研究调查了预测性别数学能力的不同信念的因素，以及学生选择进入性别隔离科学的潜在后果，技术,工程,和大学数学（STEM）专业。在其他结果中，分析表明，虽然大约25%的学生报告了传统上对男性优势的刻板印象，大约20％的人表示反对女性优势的陈规定型观念；在女学生中，这种信念在黑人学生中更为普遍。Further,模型揭示了持有反陈规定型观念与女性选择生物科学专业的可能性之间的强烈关联，女性占主导地位，与非STEM字段相比。在男性中,持有反陈规定型观念与物理科学专业的可能性较低有关，计算机科学,数学,和工程领域，男性占主导地位，与非STEM字段。讨论了STEM领域对性别不平等的影响。
