Science = Male, Arts = Female, but I am the Exception: Studies on Gender Stereotypes of the Counter Subject Gender Stereotypes College Students

Chunyan LIU

Doctoral thesis

Science = Male, Arts = Female, but I am the Exception: Studies on the Gender Stereotypes of the Counter Subject Gender Stereotype College Students

Abstract:

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.

Abstract:

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.

Language used: Czech

Date on which the thesis was submitted / produced: 3. 5. 2023

Thesis defence

• Supervisor: doc. PhDr. Miroslav Chráska, Ph.D.

Palacký University Olomouc

Faculty of Education

Doctoral programme / field:
Education / Education