How do Teachers’ Gender Stereotypes Impact Students?
Those authors contributed equally.
- DOI
- 10.2991/assehr.k.220131.133How to use a DOI?
- Keywords
- teachers’ gender stereotypes; academic performance; negative affect; influencing mechanism
- Abstract
Past studies have shown that gender stereotypes from parents and students affect students’ own academic performance. However, the effect of teachers’ gender-related perspectives on students and its mechanism remains unclear. The purpose of this study is to explore how gender stereotypes of teachers affect students and what kind of influence it has on students. This paper first introduced the definition of the gender stereotype and how to measure it and then analyzed the relationship between gender stereotypes of teachers and students’ academic performance. Finally, combined with the literature, the study found that teachers’ gender stereotypes would have a negative impact on students’ academic performance through these mechanisms: 1) self-concept; 2) competence beliefs and task values. Specifically, the higher students’ self-concept, competence beliefs and task values, the better their performance. Thus, when teachers have gender stereotypes, it will affect these factors, and then students’ academic performance will be affected. And the paper also puts forward some deficiencies that still exist at present. For example, there are also some hidden influence mechanisms that may have not been taken into account. This requires further research in the future. The findings highlight the need for educators, researchers and policymakers to address gender stereotypes to encourage male and female development in all fields.
- Copyright
- © 2022 The Authors. Published by Atlantis Press SARL.
- Open Access
- This is an open access article under the CC BY-NC license.
Cite this article
TY - CONF AU - Anqi Dai AU - Danni Li AU - Hongxu Zhu AU - Zihan Zhang PY - 2022 DA - 2022/02/01 TI - How do Teachers’ Gender Stereotypes Impact Students? BT - Proceedings of the 2021 International Conference on Education, Language and Art (ICELA 2021) PB - Atlantis Press SP - 728 EP - 733 SN - 2352-5398 UR - https://doi.org/10.2991/assehr.k.220131.133 DO - 10.2991/assehr.k.220131.133 ID - Dai2022 ER -