Culture, Context and Stereotype Threat: A Comparative Analysis of Young Ugandan Women in Coed and Single-Sex Schools

Autor/inn/en	Picho, Katherine; Stephens, Jason M.
Titel	Culture, Context and Stereotype Threat: A Comparative Analysis of Young Ugandan Women in Coed and Single-Sex Schools
Quelle	In: Journal of Educational Research, 105 (2012) 1, S.52-63 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0671
DOI	10.1080/00220671.2010.517576
Schlagwörter	Single Sex Schools; Stereotypes; Females; Self Efficacy; Comparative Analysis; Foreign Countries; Underachievement; Mathematics Achievement; Gender Differences; Educational Environment; Identification (Psychology); Student Attitudes; Cultural Context; African Culture; Student Motivation; High School Students; Uganda + Suchen Sie Ihr Suchwort? Single-sex schools; Single-sex classes; Single sex classes; Getrenntgeschlechtliche Erziehung; Schule; Klischee; Weibliches Geschlecht; Self-efficacy; Selbstwirksamkeit; Ausland; Performance deficiency; Leistungsschwäche; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Geschlechterkonflikt; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Schülerverhalten; Africa; Culture; Afrika; Kultur; Schulische Motivation; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin
Abstract	Stereotype threat (ST) has been linked to under performance and academic disidentification among girls in mathematics and science as well as African Americans in academics. However, it is still unclear whether ST and its negative effects extend to non-Western cultures. The authors explored the effects of ST on Ugandan females in coed and single-sex (all-girls) schools. Results indicated that although ST did not affect the performance of girls in the single-sex school, it negatively impacted the performance of females in the coed school. Further, these effects appear to have been moderated by school context, with females in single-sex schools reporting higher levels of mathematics identification and mathematics self-efficacy than those in coed schools. (Contains 3 tables, 1 figure and 1 note.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10