Characteristics Expected in Fields of Higher Education and Gender Stereotypical Traits Related to Academic Success: A Mirror Effect

Autor/inn/en	Verniers, Catherine; Martinot, Delphine
Titel	Characteristics Expected in Fields of Higher Education and Gender Stereotypical Traits Related to Academic Success: A Mirror Effect
Quelle	In: Social Psychology of Education: An International Journal, 18 (2015) 4, S.719-733 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1381-2890
DOI	10.1007/s11218-015-9312-z
Schlagwörter	Undergraduate Students; Academic Achievement; Higher Education; Gender Differences; Gender Bias; Stereotypes; Sex Fairness; Personality Traits; Psychological Patterns; Compliance (Psychology); Assertiveness; Intelligence; Predictor Variables; Intellectual Disciplines; Humanities; Allied Health Occupations; Literature; Curriculum; Success; Gender Issues; Disproportionate Representation + Suchen Sie Ihr Suchwort? Schulleistung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Geschlechterkonflikt; Geschlechterstereotyp; Klischee; Sexualaufklärung; Individual characteristics; Personality characteristic; Persönlichkeitsmerkmal; Intelligenz; Klugheit; Prädiktor; Geisteswissenschaften; Humanwissenschaften; Gesundheitsberuf; Literatur; Curricula; Lehrplan; Rahmenplan; Erfolg; Geschlechterfrage
Abstract	The aim of the present study was to test whether the content of a gender stereotype concerning general academic achievement matched the characteristics deemed to predict success in the fields of higher education dominated by women and men respectively. A sample of 207 undergraduate students rated the extent to which characteristics ascribed to successful female students (compliance) and characteristics ascribed to successful male students (assertiveness, intelligence and effort) were predictive of achievement in various fields of higher education, including female (the humanities at the university, paramedical school and advanced literature curriculum) and male dominated majors (science and technology at the university, engineering school and advanced science curriculum). As expected, participants rated compliance as more predictive of success in the female-dominated fields of higher education, while they considered assertiveness, effort and intelligence as more predictive of success in the male-dominated fields of higher education. Implications of this finding for academic choices and gender system maintenance are discussed. (As Provided).
Anmerkungen	Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01