High school students’ sexist beliefs about academic abilities and women’s roles: the influence of school specialization
The present study analyses the influence of gender and type of baccalaureate pathway on students’ beliefs about the respective abilities of girls and boys in gender-congruent subjects, controlling for ambivalent sexism. Eight hundred and sixty-six students (M = 17.5, SD = 0.83) enrolled in the secon...
| Autores: | , |
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| Formato: | artículo |
| Estado: | Versión aceptada para publicación |
| Fecha de publicación: | 2022 |
| País: | España |
| Recursos: | Universitat Oberta de Catalunya (UOC) |
| Repositorio: | O2, repositorio institucional de la UOC |
| OAI Identifier: | oai:openaccess.uoc.edu:10609/146998 |
| Acesso em linha: | https://hdl.handle.net/10609/146998 http://doi.org/10.1080/02134748.2022.2040865 |
| Access Level: | acceso embargado |
| Palavra-chave: | ambivalent sexism gender roles sexist beliefs study choices STEM sexismo ambivalente roles de género creencias sexistas elección de estudios sexisme ambivalent rols de gènere creences sexistes elecció d'estudis education, Secondary gender identity in education ensenyament secundari identitat de gènere en l'educació enseñanza secundaria |
| Resumo: | The present study analyses the influence of gender and type of baccalaureate pathway on students’ beliefs about the respective abilities of girls and boys in gender-congruent subjects, controlling for ambivalent sexism. Eight hundred and sixty-six students (M = 17.5, SD = 0.83) enrolled in the second course of high school participated. Students on the science pathway were more likely to believe that boys perform better in maths, physical science and technology, and that girls perform better in literature, biology and languages. Boys and girls in gender-congruent pathways were more likely to consider boys to have greater abilities in maths, physical science and technology, whereas girls in languages, biology and literature. Moreover, students’ attitudes towards boys’ ability to perform better in maths, physical science and technology depended to a great extent on ambivalent sexist attitudes, whereas students’ sexist attitudes regarding girls’ greater abilities in literature, biology and languages depended on benevolent sexist attitudes alone. |
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