Latina and European American Girls' Experiences with Academic Sexism and their Self-Concepts in Mathematics and Science During Adolescence

被引：66

作者：

Brown, Christia Spears ^{[1
]}

Leaper, Campbell ^{[2
]}

机构：

[1] Univ Kentucky, Dept Psychol, Lexington, KY 40506 USA

[2] Univ Calif Santa Cruz, Dept Psychol, Santa Cruz, CA 95064 USA

来源：

SEX ROLES | 2010年 / 63卷 / 11-12期

关键词：

Academic achievement; Academic self-concept; Discrimination; Sexism; Ethnic differences; GENDER-DIFFERENCES; STEREOTYPE THREAT; ACHIEVEMENT; DISCRIMINATION; PERCEPTIONS; PERFORMANCE; BELIEFS; VALUES; METAANALYSIS; ATTITUDES;

D O I：

10.1007/s11199-010-9856-5

中图分类号：

B844 [发展心理学（人类心理学）];

学科分类号：

040202 ;

摘要：

The study investigated Latina and European American adolescent girls' (N = 345, M = 15.2 years, range = 13 to 18) experiences with academic sexism in mathematics and science (M/S) and their M/S perceived competence and M/S value (liking and importance). M/S academic sexism was based on girls' reported experiences hearing sexist comments about girls' abilities in math and science. Older European American adolescents, and both younger and older Latina adolescents, who experienced several instances of academic sexism felt less competent in M/S than girls who experienced less sexism (controlling for M/S grades). In addition, among older girls (regardless of ethnicity), those who experienced several instances of academic sexism valued M/S less than girls who experienced less sexism.

引用

页码：860 / 870

页数：11

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