Gender and Social‐Cognitive Development

Leaper, Campbell

doi:10.1002/9781118963418.childpsy219

Cited by 75 publications

(137 citation statements)

References 361 publications

(570 reference statements)

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“…Furthermore, these selections are processed (encoded, remembered, distorted, categorized, applied) differently as a function of boys' versus girls' prior knowledge, beliefs, cognitive skills, and stereotypes (see Arthur et al 2008;Bem 1981Bem , 1983Bigler andLiben 2006, 2007;Kohlberg 1966;Leaper 2015;Liben and Bigler 2002;Liben et al 2014;Liben and Signorella 1980;Martin and Halverson 1981;Martin et al 2002). Just as a commitment to gender essentialism appears to underlie the arguments given by most of the strongest advocates of single-sex education, a commitment to gender constructivism appears to underlie the arguments given by most of the strongest critics of single-sex education.…”

Section: Alternative Conceptions Of Gendermentioning

confidence: 98%

Probability Values and Human Values in Evaluating Single-Sex Education

Liben

2015

Sex Roles

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Around the globe, educational opportunities and outcomes have long varied in relation to student gender. Within the United States, a particularly intense and growing controversy concerns whether education should be delivered in single-sex contexts. This paper offers a broad framework for approaching this controversy. I review arguments made by historical and contemporary proponents of genderdifferentiated education, concluding that these reveal a foundational commitment to gender essentialism (rather than to gender constructivism more commonly embraced by critics of single-sex schooling). I suggest that different gender conceptualizations and different professional traditions affect the kind of data one collects, weighs, and reports. Gender conceptualizations also affect the valence assigned to the amplification or attenuation of gender differences in educational, career, or personal student outcomes. I then propose that other kinds of human values are also relevant to the controversy. Given that in justifying their position, advocates of single-sex public education have recently been focusing less on gendered brain differences and more on the expansion of educational choice, I focus especially on the value of choice. Using arguments paralleling those found in critiques of the U.S. charter-school movement, I suggest that decisions about school choice necessarily entail judgments about a range of goals and human priorities. I close by suggesting that a resolution of the controversy about single-sex education cannot be reached through empirical data alone, but will require discussions of gender conceptualizations, what constitutes evidence, ideal educational outcomes, and broader human values.

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Section: Alternative Conceptions Of Gendermentioning

confidence: 98%

Probability Values and Human Values in Evaluating Single-Sex Education

Liben

2015

Sex Roles

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“…Girls earn higher average grades than boys in math and science courses throughout school in many industrialized nations, yet women remain underrepresented in occupations related to math‐intensive STEM fields such as physics, computer sciences, and engineering (see ). Several individual, interpersonal, and institutional factors undermine girls’ motivation and achievement in these subjects .…”

Section: New Research On Sexismmentioning

confidence: 99%

“…In many industrialized nations, boys tend to attain lower average grades and adjust less successfully to school than girls (see ). This gender disparity in academic achievement extends into later years when fewer men than women graduate from college.…”

Section: New Research On Sexismmentioning

confidence: 99%

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Sexism in Childhood and Adolescence: Recent Trends and Advances in Research

Leaper

Brown

2017

Child Dev Perspectives

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Sexism in many Western, technological‐industrial societies is expressed in more complex ways in the 21st century than it was in the past. Cultural shifts have led to much progress toward gender equality, but narrow definitions of gender expression continue to be reinforced. Developmental research has highlighted the continued impact of sexism on children's and adolescents’ development. In this article, we review recent work on sexism in three areas: gender identity and expression, gender disparities in academic achievement, and sexual harassment and sexualized gender stereotypes. We conclude with suggestions for research.

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“…Encara que tant els nois com les noies tenen problemes d'imatge corporal, algunes meta-anàlisis indiquen que els nois estan més satisfets amb la seva aparença física i tenen una millor imatge del seu propi cos que les noies, ja des de l'escola primària i fins la universitat. Tot i això, cada vegada hi ha més nois preocupats pels seus músculs (Gentile et al, 2009;Leaper, 2015). En una línia similar, Sheila Scraton (1989) argumenta que existeixen actituds molt arrelades en el pensament dels docents homes i dones sobre les habilitats i capacitats físiques dels nens i nenes.…”

Section: Autoestima En Funció Del Sexeunclassified

Development of self-esteem in the early school years

Caballero

Martí

Lagonell

2018

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ResumAquest article pretén estudiar la influència de l'edat i el sexe en l'autoestima dels infants a l'inici de l'etapa escolar. Vàrem administrar l'escala d'autoestima EVA (2015) a 369 nens i nenes de 1r, 2n i 3r curs de primària, i també vam preguntar als i les mestres quina autoestima atribuïen als seus alumnes. Els resultats mostren un lleuger descens amb l'edat en la Satisfacció escolar i, a mesura que augmenta el curs, també baixa l'Acceptació social. A més, les nenes han obtingut una valoració més alta en el factor Autovaloració, que inclou com elles valoren i són valorades pels pares, així com l'autovaloració física. Els nens, en canvi, se senten més acceptats en els jocs i menys tristos en general. Finalment, les atribucions d'autoestima de les mestres mostren correlacions amb les puntuacions d'autoestima dels infants. Es discuteixen les implicacions educatives dels resultats i el paper dels pares i mestres en la millora de l'autoestima dels infants.

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Gender and Social‐Cognitive Development

Cited by 75 publications

References 361 publications

Probability Values and Human Values in Evaluating Single-Sex Education

Probability Values and Human Values in Evaluating Single-Sex Education

Sexism in Childhood and Adolescence: Recent Trends and Advances in Research

Development of self-esteem in the early school years

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