Details
| Titel in Übersetzung | German or math? How classroom composition and the importance of one's gender predict gender-typed aspirations of adolescents |
|---|---|
| Originalsprache | Deutsch |
| Seiten (von - bis) | 59-68 |
| Seitenumfang | 10 |
| Fachzeitschrift | Zeitschrift für Entwicklungspsychologie und pädagogische Psychologie (ZEPP) (druck) |
| Jahrgang | 48 |
| Ausgabenummer | 2 |
| Publikationsstatus | Veröffentlicht - Apr. 2016 |
| Extern publiziert | Ja |
Abstract
In this study, based on the data of 1,039 ninth-graders, we examined the proposition that aspiring for good performances in mathematics and German varies as a function of gender-related classroom composition and the degree that adolescents place value on their gender as an aspect of their self-description. On visual scales, students indicated the centrality of gender relative to other aspects and whether they aspire to good performance in the subjects of mathematics (male connotation) and German (female connotation). Analyses showed that the aspirations of adolescents with low gender centrality did not vary with class composition. When they placed low value on their gender, girls in minority contexts but boys in majority contexts reported more stereotypic aspirations. In female-dominated classes boys and girls with low gender centrality were equally interested in performing well in mathematics and German. We discuss the social-cognitive and norm-theoretical explanations as well as practical implications for educational settings.
Schlagwörter
- Adolescents, Classroom composition, Gender centrality, Gender-typed aspirations
ASJC Scopus Sachgebiete
- Sozialwissenschaften (insg.)
- Ausbildung bzw. Denomination
- Psychologie (insg.)
- Pädagogische und Entwicklungspsychologie
Zitieren
- Standard
- Harvard
- Apa
- Vancouver
- BibTex
- RIS
in: Zeitschrift für Entwicklungspsychologie und pädagogische Psychologie (ZEPP) (druck), Jahrgang 48, Nr. 2, 04.2016, S. 59-68.
Publikation: Beitrag in Fachzeitschrift › Artikel › Forschung › Peer-Review
}
TY - JOUR
T1 - Deutsch oder Mathe?
T2 - Wie die Zusammensetzung der Schulklasse und die Bedeutsamkeit des eigenen Geschlechts geschlechtstypische Aspirationen von Jugendlichen bestimmen
AU - Zander, Lysann
AU - Wolter, Ilka
N1 - Publisher Copyright: © 2016 Hogrefe Verlag.
PY - 2016/4
Y1 - 2016/4
N2 - In this study, based on the data of 1,039 ninth-graders, we examined the proposition that aspiring for good performances in mathematics and German varies as a function of gender-related classroom composition and the degree that adolescents place value on their gender as an aspect of their self-description. On visual scales, students indicated the centrality of gender relative to other aspects and whether they aspire to good performance in the subjects of mathematics (male connotation) and German (female connotation). Analyses showed that the aspirations of adolescents with low gender centrality did not vary with class composition. When they placed low value on their gender, girls in minority contexts but boys in majority contexts reported more stereotypic aspirations. In female-dominated classes boys and girls with low gender centrality were equally interested in performing well in mathematics and German. We discuss the social-cognitive and norm-theoretical explanations as well as practical implications for educational settings.
AB - In this study, based on the data of 1,039 ninth-graders, we examined the proposition that aspiring for good performances in mathematics and German varies as a function of gender-related classroom composition and the degree that adolescents place value on their gender as an aspect of their self-description. On visual scales, students indicated the centrality of gender relative to other aspects and whether they aspire to good performance in the subjects of mathematics (male connotation) and German (female connotation). Analyses showed that the aspirations of adolescents with low gender centrality did not vary with class composition. When they placed low value on their gender, girls in minority contexts but boys in majority contexts reported more stereotypic aspirations. In female-dominated classes boys and girls with low gender centrality were equally interested in performing well in mathematics and German. We discuss the social-cognitive and norm-theoretical explanations as well as practical implications for educational settings.
KW - Adolescents
KW - Classroom composition
KW - Gender centrality
KW - Gender-typed aspirations
UR - http://www.scopus.com/inward/record.url?scp=84978120915&partnerID=8YFLogxK
U2 - 10.1026/0049-8637/a000144
DO - 10.1026/0049-8637/a000144
M3 - Artikel
AN - SCOPUS:84978120915
VL - 48
SP - 59
EP - 68
JO - Zeitschrift für Entwicklungspsychologie und pädagogische Psychologie (ZEPP) (druck)
JF - Zeitschrift für Entwicklungspsychologie und pädagogische Psychologie (ZEPP) (druck)
SN - 0049-8637
IS - 2
ER -