Details
| Translated title of the contribution | German or math? How classroom composition and the importance of one's gender predict gender-typed aspirations of adolescents |
|---|---|
| Original language | German |
| Pages (from-to) | 59-68 |
| Number of pages | 10 |
| Journal | Zeitschrift fur Entwicklungspsychologie und Padagogische Psychologie |
| Volume | 48 |
| Issue number | 2 |
| Publication status | Published - Apr 2016 |
| Externally published | Yes |
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.
ASJC Scopus subject areas
- Social Sciences(all)
- Education
- Psychology(all)
- Developmental and Educational Psychology
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In: Zeitschrift fur Entwicklungspsychologie und Padagogische Psychologie, Vol. 48, No. 2, 04.2016, p. 59-68.
Research output: Contribution to journal › Article › Research › 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 fur Entwicklungspsychologie und Padagogische Psychologie
JF - Zeitschrift fur Entwicklungspsychologie und Padagogische Psychologie
SN - 0049-8637
IS - 2
ER -