Reducing adolescent girls’ concerns about STEM stereotypes: When do female teachers matter? (notice n° 569219)
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| fixed length control field | 02019cam a2200253 4500500 |
| 005 - DATE AND TIME OF LATEST TRANSACTION | |
| control field | 20250121131212.0 |
| 041 ## - LANGUAGE CODE | |
| Language code of text/sound track or separate title | fre |
| 042 ## - AUTHENTICATION CODE | |
| Authentication code | dc |
| 100 10 - MAIN ENTRY--PERSONAL NAME | |
| Personal name | Master, Allison |
| Relator term | author |
| 245 00 - TITLE STATEMENT | |
| Title | Reducing adolescent girls’ concerns about STEM stereotypes: When do female teachers matter? |
| 260 ## - PUBLICATION, DISTRIBUTION, ETC. | |
| Date of publication, distribution, etc. | 2015.<br/> |
| 500 ## - GENERAL NOTE | |
| General note | 79 |
| 520 ## - SUMMARY, ETC. | |
| Summary, etc. | In two experiments, we examined how teacher gender and stereotype threat cues affected adolescents’ self-reported concerns about being negatively stereotyped in computer science courses. High-school students (Experiment 1: N = 218; Experiment 2: N = 193) read about two computer science courses, one with a competent male teacher and one with a competent female teacher, and were randomly assigned to one of three experimental conditions. In the stereotype threat condition, they read a paragraph that introduced negative stereotypes about girls’ performance; in the no gender difference condition, they read a paragraph that countered negative stereotypes; and in the baseline control condition, they read neither paragraph. In both experiments, girls reported more concerns about being negatively stereotyped than boys when the teacher was male versus female, and this effect was specifically driven by significant differences in the stereotype threat condition. When situational cues are threatening, female teachers (compared to male teachers) reduce girls’ concerns about being negatively stereotyped, with implications for both theories of identity and educational practice. |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | STEM |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | identity |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | gender |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | stereotypes |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | stereotype threat |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | adolescents |
| 700 10 - ADDED ENTRY--PERSONAL NAME | |
| Personal name | Cheryan, Sapna |
| Relator term | author |
| 700 10 - ADDED ENTRY--PERSONAL NAME | |
| Personal name | Meltzoff, Andrew N. |
| Relator term | author |
| 786 0# - DATA SOURCE ENTRY | |
| Note | Revue internationale de psychologie sociale | Volume 27 | 3 | 2015-01-21 | p. 79-102 | 0992-986X |
| 856 41 - ELECTRONIC LOCATION AND ACCESS | |
| Uniform Resource Identifier | <a href="https://shs.cairn.info/journal-revue-internationale-de-psychologie-sociale-2014-3-page-79?lang=en&redirect-ssocas=7080">https://shs.cairn.info/journal-revue-internationale-de-psychologie-sociale-2014-3-page-79?lang=en&redirect-ssocas=7080</a> |
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