The Development of Gender Stereotypes about Academic Aptitude among European French and North African French Boys

Autor/inn/en	Hoffman, Adam J.; Kurtz-Costes, Beth; Dumas, Florence; Loose, Florence; Smeding, Annique; Régner, Isabelle
Titel	The Development of Gender Stereotypes about Academic Aptitude among European French and North African French Boys
Quelle	In: European Journal of Developmental Psychology, 20 (2023) 1, S.24-49 (26 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Hoffman, Adam J.) ORCID (Kurtz-Costes, Beth)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1740-5629
DOI	10.1080/17405629.2021.2012144
Schlagwörter	Sex Stereotypes; Academic Aptitude; Males; Student Attitudes; Gender Differences; Ethnicity; Cultural Influences; Beliefs; Foreign Countries; Immigrants; Grade 6; Grade 7; Grade 8; Grade 9; Middle School Students; Public Schools; Age Differences; France; Algeria; Morocco; Tunisia + Suchen Sie Ihr Suchwort? Male; Männliches Geschlecht; Schülerverhalten; Geschlechterkonflikt; Ethnizität; Cultural influence; Kultureinfluss; Belief; Glaube; Ausland; Immigrant; Immigrantin; Immigranten; School year 06; 6. Schuljahr; Schuljahr 06; School year 07; 7. Schuljahr; Schuljahr 07; School year 08; 8. Schuljahr; Schuljahr 08; School year 09; 9. Schuljahr; Schuljahr 09; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Public school; Öffentliche Schule; Age; Difference; Age difference; Altersunterschied; Frankreich; Algerien; Marokko; Tunesien
Abstract	In most Western countries, girls outperform boys in academic engagement, scholastic achievement, and school completion. In the current study, researchers assessed the developmental trajectories of European French and North African French boys' (N = 549; M[subscript age] = 11.9 years) perceptions of girls' and boys' ability to succeed in school. Boys reported their perceptions of the academic aptitude of boys and girls annually across the four years of French middle school. Results indicated that both ethnic groups perceived girls to have greater school aptitude than boys in Grade 6, with a larger difference among European French than North African French boys. Boys' perceptions of the school aptitude of boys declined over the four years among both groups, with no ethnic differences in the size of pro-female bias by Grade 9. Implications are considered for developmental theory, including the importance of cultural beliefs that youth experience in the home and school settings. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01