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首页> 外文期刊>Sex roles >Matching Abilities to Careers for Others and Self: Do Gender Stereotypes Matter to Students in Advanced Math and Science Classes?
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Matching Abilities to Careers for Others and Self: Do Gender Stereotypes Matter to Students in Advanced Math and Science Classes?

机译：对他人和自我职业生涯的匹配能力：在先进的数学和科学课程中对学生进行性别陈规定型观念吗？

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Interest in STEM (science, technology, engineering, and mathematics) careers falls off more quickly for young women than for young men over adolescence, and gender stereotypes may be partially to blame. Adolescents typically become more stereotypical in their career interests over time, yet they seem to become more flexible in applying stereotypes to others. Models of career interest propose that career decisions result from the alignment of self-perceived abilities with occupation-required skills and that gender stereotypes may influence this process. To investigate the discrepancy between applying stereotypes to self and others, we examined if these models can be applied to perceptions of others. Focusing on students from fifth grade through college enrolled in advanced STEM courses, we investigated how STEM occupational stereotypes, abilities, and efficacy affect expectations for others' and own career interests. U.S. participants (n = 526) read vignettes describing a hypothetical male or female student who was talented in math/science or language arts/social studies and then rated the student's interest in occupations requiring some of those academic skills. Participants' self-efficacy, interest, and stereotypes for STEM occupations were also assessed. Findings suggest that ability beliefs, whether for oneself or another, are powerful predictors of occupational interest, and gender stereotypes play a secondary role. College students were more stereotypical in their ratings of others, but they did not manifest gender differences in their own STEM self-efficacy and occupational interests. Experiences in specialized STEM courses may explain why stereotypes are applied differentially to the self and others.
机译：对茎（科学，技术，工程和数学）的兴趣职业从青年女性更快地脱落，而不是青春期的年轻人，性别刻板印象可能部分责备。青少年随着时间的推移，他们职业生涯中的职业兴趣变得更加典范，但它们似乎在向他人施加刻板印象来变得更加灵活。职业兴趣的模型提出了职业决策，从占领技能的自我感知能力的一致性导致，并且性别刻板印象可能会影响这一过程。为了调查对自我和他人的刻板印象之间的差异，我们检查了这些模型可以应用于他人的看法。专注于通过大学的第五年级的学生参与高级茎课程，我们调查了职业陈规定型观念，能力和效力如何影响他人的期望和自身的职业兴趣。美国参与者（n = 526）阅读了描述了描述了在数学/科学或语言艺术/社会研究中有才华的假设男性或女学生，然后评定了学生对需要一些学术技能的职业的兴趣。还评估了参与者的自我效力，兴趣和陈规定型观念。调查结果表明，能力信念，无论是针对自己还是另一种，都是职业兴趣的强大预测因子，性别刻板印象发挥了次要作用。大学生在其他人的评级中更加陈规定型，但他们并没有表现出对自己的性质效力和职业利益的性别差异。专业词汇课程的经验可以解释为什么刻板印象差别施加到自我和他人。

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