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首页> 外文期刊>Frontiers in Psychology >Does Exposure to Counterstereotypical Role Models Influence Girlsa?? and Womena??s Gender Stereotypes and Career Choices? A Review of Social Psychological Research
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Does Exposure to Counterstereotypical Role Models Influence Girlsa?? and Womena??s Gender Stereotypes and Career Choices? A Review of Social Psychological Research

机译：暴露于反刻板印象的榜样会影响女孩吗？和Womena的性别刻板印象和职业选择？社会心理学研究述评

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Gender roles are formed in early childhood and continue to influence behavior through adolescence and adulthood, including the choice of academic majors and careers. In many countries, men are underrepresented in communal roles in health care, elementary education, and domestic functions (HEED fields, Croft et al., 2015), whereas women are underrepresented in the science, technology, engineering, and mathematical (STEM) fields (Beede et al., 2011) and top leadership positions (Leopold et al., 2016). Theories focusing on the development of gender roles suggest that across the lifespan people perceive certain roles to be more or less appropriate for their gender (e.g., Gender Schema Theory, Martin and Halverson, 1981; Social Role Theory, Eagly and Wood, 2011). Specifically, researchers have postulated that observing same-sex role models triggers learning processes whereby observers internalize gender-stereotypical knowledge of roles and act accordingly, which results in gender-congruent aspirations and behavior. It seems reasonable that if observing men and women in gender congruent roles fosters gender-congruent aspirations and behavior, then frequently observing gender-incongruent role models (e.g., male kindergarten teachers or female scientists and leaders) should reduce gender stereotyping and promote gender-counterstereotypical aspirations and behavior. In many countries, governments and societal decision-makers have formed initiatives based on the idea that exposure to gender-counterstereotypical role models influences aspirations and career choices among children, adolescents, and young adults. The present review gives an overview of research-based interventions involving observing or interacting with counterstereotypical role models, particularly focusing on outcomes for girls and women. Extending earlier reviews, we summarize laboratory-based and field-based studies and then critically discuss and integrate the findings in order to provide an overall picture of how counterstereotypical role models shape observers’ occupational aspirations and academic choices in childhood, adolescence, and young adulthood. We conclude by outlining suggestions for future research and briefly discussing implications for future interventions.
机译：性别角色形成于幼儿期，并继续通过青春期和成年期影响行为，包括选择学术专业和职业。在许多国家/地区，男性在医疗保健，基础教育和家庭职能中的公共作用不足（HEED领域，Croft等，2015），而女性在科学，技术，工程和数学（STEM）领域的代表性不足（Beede等，2011）和最高领导职位（Leopold等，2016）。专注于性别角色发展的理论表明，在整个人生过程中，人们认为某些角色或多或少适合其性别（例如，性别图式理论，Martin和Halverson，1981;社会角色理论，Eagly和Wood，2011）。具体来说，研究人员推测，观察同性角色榜样会触发学习过程，观察者借此将角色的性别刻板印象知识内化并采取相应行动，从而实现了与性别相称的愿望和行为。似乎合理的做法是，如果观察男女在性别上一致的角色上促进了性别上一致的愿望和行为，那么经常观察性别不相同的榜样（例如，男幼儿园老师或女科学家和领导者）应减少性别陈规​​定型观念，并促进性别平反愿望和行为。在许多国家/地区，政府和社会决策者根据以下想法制定了举措：接触性别对陈规定型的榜样会影响儿童，青少年和年轻人的愿望和职业选择。本综述概述了基于研究的干预措施，其中涉及观察或与反陈规定型的榜样互动，尤其侧重于女孩和妇女的成果。扩展先前的评论，我们总结了实验室研究和实地研究，然后批判性地讨论和整合了研究结果，以全面了解反陈规定型的榜样如何塑造观察者在童年，青春期和成年期的职业志向和学术选择。最后，我们概述了对未来研究的建议，并简要讨论了对未来干预措施的影响。

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