女子中高生の数学に対する意欲とステレオタイプ  [in Japanese] Mathematics Motivation and Gender Stereotypes of Junior and Senior High School Girls  [in Japanese]

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Abstract

「女子は数学ができない」というステレオタイプに基づきながら, 好意的に聞こえる好意的性差別発言「女の子なのにすごいね(BS条件)」(vs.「すごいね(統制条件)」)が女子生徒の数学に対する意欲を低下させることを実証的に検討した。中学2, 3年生(研究1), 高校1年生(研究2)の女子生徒を対象に, シナリオ法を用いて, 数学で良い成績あるいは悪い成績をとった時に, 教師の好意的性差別発言を聞く場面を設定し, 感情や意欲, 差別の知覚を尋ねた。高成績のシナリオの場合, BS条件は統制条件に比べて数学に対する意欲が低かったが, 低成績のシナリオでは意欲の差異は見られなかった。数学に対する意欲の低下プロセスについて, 感情と差別の知覚を用いて検討したところ, 高成績の場合, 低いポジティブ感情と「恥ずかしい」といった自己に向けられたネガティブ感情の喚起が意欲を低めていること, 怒りなどの外に向けられたネガティブ感情はBS条件の発言を差別と知覚することで喚起されるが, 数学に対する意欲には関連しないことが示された。

  Effects of benevolent sexism on mathematics motivation were investigated in the present study.  The participants in the research were junior high school (Study 1) and senior high school girls (Study 2) in Japan.  The girls read 1 of 2 scenarios, one in which a teacher was described as praising them for high performance in a math exam by saying “Good job” (control condition), or one in which the teacher continues, “even though you’re a girl” (benevolent sexism condition).  After reading the scenario, the girls described their emotions and math motivation.  The girls in the benevolent sexism condition reported lower math motivation, lower positive emotions, and higher negative emotions than the girls in the control condition did.  Those results were replicated in Study 2, which also revealed that the girls’ lower math motivation was partly mediated by higher self-oriented negative emotions (e.g., shame).  Although perceived prejudice evoked other-oriented negative emotions (e.g., anger), these negative emotions did not significantly influence the participants’ math motivation.  Negative effects of benevolent sexism on women’s and girls’ academic and career motivation were discussed.

Journal

  • The Japanese Journal of Educational Psychology

    The Japanese Journal of Educational Psychology 65(3), 375-387, 2017

    The Japanese Association of Educational Psychology

Codes

  • NII Article ID (NAID)
    130006391505
  • Text Lang
    JPN
  • ISSN
    0021-5015
  • Data Source
    J-STAGE 
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