Proceedings of the 2021 International Conference on Education, Language and Art (ICELA 2021)

How do Teachers’ Gender Stereotypes Impact Students?

Authors
Anqi Dai1, , Danni Li2, , Hongxu Zhu3, *, , Zihan Zhang4,
1Yangzhou University, Suzhou, Jiangsu, China
2Hunan International Economics University, Hunan, Changsha, China
3Menlo College, Hubei, Xiaogan, China
4Lesley University, Nanchang, Jiangxi, China

Those authors contributed equally.

*Corresponding author. Email: mabelzhu7398@outlook.com
Corresponding Author
Hongxu Zhu
Available Online 1 February 2022.
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.

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Volume Title
Proceedings of the 2021 International Conference on Education, Language and Art (ICELA 2021)
Series
Advances in Social Science, Education and Humanities Research
Publication Date
1 February 2022
ISBN
978-94-6239-527-5
ISSN
2352-5398
DOI
10.2991/assehr.k.220131.133How to use a DOI?
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  -