论文标题
刻板印象威胁对性别差距在入门物理学中的影响
The impact of stereotype threat on gender gap in introductory physics
论文作者
论文摘要
许多先前的研究发现，男女学生在概念评估中的表现存在性别差异，例如力量概念清单（FCI）和对电力和磁性的概念调查（CSEM），男学生的表现比女学生表现更好。先前的研究还发现，对群体或刻板印象威胁的负面刻板印象的激活，例如，要求考试者在进行测试之前指示其种族，可能导致刻板印象的群体的表现恶化。在这里，我们描述了两项研究，其中我们研究了FCI和CSEM的性别差距。在第一项研究中，我们调查了与未询问此信息的学生相比，在服用HTE CSEM之前是否要求学生立即表明性别差距。在第二次研究中，与1100多名介绍性物理专业的学生进行了研究，我们调查了男性在物理学上的表现通常比女性表现更好，并且这种信念与FCI上女性和男学生的表现相关的程度。
Many prior studies have found a gender gap between male and female students' performance on conceptual assessments such as the Force Concept Inventory (FCI) and the Conceptual Survey of Electricity and Magnetism (CSEM) with male students performing better than female students. Prior studies have also found that activation of a negative stereotype about a group or stereotype threat, e.g., asking test-takers to indicate their ethnicity before taking a test, can lead to deteriorated performance of the stereotyped group. Here, we describe two studies in which we investigated the gender gap on the FCI and CSEM. In the first study, we investigated whether asking students to indicate their gender immediately before taking hte CSEM increased the gender gap compared to students who were not asked for this information. In the second study, conducted with over 1100 introductory physics students, we investigated the prevalence of the belief that men generally perform better in physics than women and the extent to which this belief is correlated with the performance of both the female and male students on the FCI.
