性別刻板印象使男孩無(wú)法像女孩一樣閱讀

性別刻板印象使男孩無(wú)法像女孩一樣閱讀

Girls can't do math. Boys can't read.

女孩不會(huì)做數(shù)學(xué)。男孩不會(huì)閱讀。

These negative stereotypes are not only reinforced by teachers and parents but by a child's peers in the classroom as well, a new study finds.

一項(xiàng)新的研究發(fā)現(xiàn)，這些負(fù)面的刻板印象不僅會(huì)被老師和家長(zhǎng)強(qiáng)化，還會(huì)被孩子在教室里的同齡人強(qiáng)化。

"Our study may be the first to investigate how students' stereotypical beliefs about the reading ability of boys form what you might call the 'common stereotype' of a class, and how this common stereotype may affect students' reading outcomes," said co-author Jan Retelsdorf, an educational psychologist at the University of Hamburg in Germany.

德國(guó)漢堡大學(xué)教育心理學(xué)家、合著者簡(jiǎn)·雷特爾斯多夫說(shuō)：“我們的研究可能是第一次調(diào)查學(xué)生對(duì)男孩閱讀能力的刻板印象如何形成，即你所謂的班級(jí)‘共同的刻板印象’，以及這種共同的刻板印象如何影響學(xué)生的閱讀結(jié)果。”。

"We looked at the impact in actual classrooms, instead of a lab," Retelsdorf added. "A key merit of our study is that we have this focus on real world stereotype effects."

雷特爾斯多夫補(bǔ)充道:“我們?cè)趯?shí)際的課堂中，而不是在實(shí)驗(yàn)室中研究了這種影響。”“我們研究的一個(gè)主要優(yōu)點(diǎn)是，我們關(guān)注的是現(xiàn)實(shí)世界的刻板印象效應(yīng)。”

The study, published Wednesday in the journal Child Development, found that girls benefited from their peer's positive beliefs about their greater ability to read.

周三發(fā)表在《兒童發(fā)展》雜志上的這項(xiàng)研究發(fā)現(xiàn)，女孩們得益于同齡人對(duì)她們更強(qiáng)閱讀能力的積極看法。

Student stereotypes about the weak reading skills of boys, however, created a self-fulfilling prophecy of poor motivation and performance among the boys in the class.

然而，學(xué)生對(duì)男孩閱讀能力差的刻板印象，造成了一種自我應(yīng)驗(yàn)的預(yù)言，即班上男孩的學(xué)習(xí)動(dòng)機(jī)和表現(xiàn)都很差。

"It's a cycle of sorts," said lead author Francesca Muntoni, postdoctoral research associate at the University of Hamburg. "Reading is first stereotyped as a female domain."

“這是一種循環(huán)，”主要作者、漢堡大學(xué)博士后研究助理弗朗西斯卡·蒙托尼說(shuō)。“閱讀首先被定型為女性的領(lǐng)域。”

This causes boys to "devalue their actual reading ability," Muntoni said, "while also having less motivation to read, which in turn impairs their reading performance."

蒙托尼說(shuō)，這導(dǎo)致男孩“貶低了他們實(shí)際的閱讀能力，同時(shí)也降低了他們的閱讀動(dòng)力，從而影響了他們的閱讀表現(xiàn)。”

A longitudinal study

一個(gè)縱向研究

The study followed more than 1,500 students (49% girls) from 60 classrooms in Germany from 5th grade to 6th grade. In the first wave, researchers asked the students about motivation and confidence in their own reading abilities and administered a questionnaire about gender stereotypes and reading. Then their level of reading skill was tested.

該研究跟蹤調(diào)查了德國(guó)60個(gè)教室的1500多名5年級(jí)到6年級(jí)的學(xué)生(其中49%是女孩)。在第一波調(diào)查中，研究人員詢問(wèn)學(xué)生對(duì)自己閱讀能力的動(dòng)機(jī)和信心，并對(duì)性別刻板印象和閱讀能力進(jìn)行問(wèn)卷調(diào)查。然后測(cè)試他們的閱讀技能水平。

A year and a half later, skill and enjoyment levels for reading were retested in the same students. Boys who believed in the reading stereotype were much less likely to feel good about their reading abilities, and were much less motivated to read.

一年半之后，研究人員對(duì)這些學(xué)生的閱讀技能和閱讀樂趣水平進(jìn)行了重新測(cè)試。相信閱讀刻板印象的男孩對(duì)自己的閱讀能力感覺良好的可能性要小得多，閱讀的動(dòng)力也小得多。

If the classroom as a whole expressed a negative stereotype, that too impacted the boys' self-esteem, motivation and ability to read, at a rate that was even higher than individual beliefs.

如果整個(gè)教室都表達(dá)了一種消極的刻板印象，那也會(huì)影響男孩的自尊、動(dòng)機(jī)和閱讀能力，甚至比個(gè)人信念的影響還要大。

The very real cost of stereotypes

刻板印象的真正代價(jià)

The cost of negative beliefs about the abilities of boys and girls have been studied for decades. A 2018 analysis of three studies found toddler boys are expected to look masculine and play with "boy toys," while toddler girls were expected to look like girls, play with feminine toys and be communal.

對(duì)男孩和女孩能力的負(fù)面看法的代價(jià)已經(jīng)研究了幾十年。2018年的一項(xiàng)對(duì)三項(xiàng)研究的分析發(fā)現(xiàn)，學(xué)步的男孩應(yīng)該看起來(lái)男性化，并且會(huì)玩“男孩玩具”，而學(xué)步的女孩應(yīng)該看起來(lái)像女孩，會(huì)玩女性化的玩具，并且會(huì)有集體意識(shí)。

By elementary school, the study found, its seen as "desirable" for girls to like language and arts, while boys should be interested in math and science. Yet, national tests in the United States have shown for years that girls in elementary and middle school are as good at math and science as boys.

研究發(fā)現(xiàn)，在小學(xué)階段，女孩喜歡語(yǔ)言和藝術(shù)是“可取的”，而男孩應(yīng)該對(duì)數(shù)學(xué)和科學(xué)感興趣。然而，多年來(lái)美國(guó)的全國(guó)性測(cè)試表明，小學(xué)和中學(xué)的女孩和男孩一樣擅長(zhǎng)數(shù)學(xué)和科學(xué)。

Many studies have looked at the impact of parents and preschool or elementary grade teachers on perpetuating those beliefs in children.

許多研究著眼于父母和學(xué)前班或小學(xué)老師在孩子心中保持這些信念的影響。