数学的性别——性别观念对初中生数学水平的影响  

The Gender of Mathematics:Effects of Gender Attitude on Mathematical Achievement of Middle School Students

作　　者：谢桂华 刘昕毓 Xie Guihua;Liu Xinyu

机构地区：[1]中国人民大学社会学系、社会学理论与方法研究中心 [2]北京市朝阳区小红门乡政府

出　　处：《社会学研究》2021年第4期201-224,230,共25页Sociological Studies

基　　金：中国人民大学2021年度“中央高校建设世界一流大学(学科)和特色发展引导专项资金”支持。

摘　　要：本文使用中国教育跟踪调查(CEPS)的数据资料,从个体、家庭、学校和地区四个层次探讨了性别观念对女生数学能力的影响。研究发现,学生和家长对性别角色的刻板认知对男女生的数学能力都有显著的影响,对男生具有正面的促进作用,对女生则产生了抑制作用;但性别刻板印象威胁并未对女生产生负面影响。此外,家庭子女的数量与性别结构与当地的性别比等因素对男生和女生的数学水平都不具显著影响。因此,影响女生数学学习的主要因素在于女性自身以及家庭对于性别与数学关系的刻板印象认知,而非重男轻女的传统观念与行为。Using data from China Education Panel Survey(CEPS),this paper explores the influence of gender attitude on girls'mathematical achievement from four levels:individual,family,school,and region.It is found that,on the one hand,the stereotypes of gender roles by students and parents have a significant effect on the mathematical achievement of l>oth boys and girls.It has positive promoting effect on boys,but has inhibiting effect on girls.On the other hand,girls were not negatively affected by gender stereotype threat.In addition,the gender structure of children and the local sex ratio have no significant influence on the math performance of boys and girls.Therefore,the main factors affecting girls1 mathematical achievement lie in the stereotype cognition of the relationship between gender and mathematics by women themselves and their families,rather than the traditional concept and behavior of son preference.

关 键 词：性别差异 数学能力 刻板印象 男孩偏好 

分 类 号：C913.68[经济管理] G633.6[社会学]