Socialization of Gender Stereotypes Related to Attributes and Professions Among Young Spanish School-Aged Children

Solbes-Canales, Irene; Montesino, Susana Valverde; Herranz-Hernández, Pablo

doi:10.3389/fpsyg.2020.00609

Cited by 64 publications

(51 citation statements)

References 72 publications

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“…The programs are carried out by health personnel such as nurses and doctors, mainly through lectures and educational interventions [ 37 ]. These patterns of gender differentiation obtained in our results are consistent with those obtained by Solbes et al [ 38 ] in children (4–9 years), where it was observed that, at this age, they have already internalized these discriminating aspects.…”

Section: Discussionsupporting

confidence: 93%

Factors Related to Gender Violence and Sex Education in Adolescents: A Cross-Sectional Study

Guerra‐Marmolejo

Fernández-Fernández

González‐Cano‐Caballero

et al. 2021

IJERPH

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Background: For school medical services and the staff responsible for sex education for adolescents, it is important to understand the factors that may influence gender violence. The aim of this study is to determine whether the presence of sexist attitudes, double standards and/or romantic myths contributes to the risk of gender violence. Methods: This cross-sectional study was carried out at five secondary schools in the province of Malaga (Spain). In total, 879 adolescents aged 12–18 years were included, studying years 1–4 of compulsory secondary education. Their attitudes were measured on the following scales: Ambivalent Sexism Inventory (ASI), Double Standard Scale (DSS) and Romantic Love Myths Scale (EMA). Results: Significant differences were observed among the age/year groups for the mean scores obtained on each of the above scales (DSS, p < 0.01; EMA, p < 0.01; ASI, p < 0.01). By gender, the boys recorded higher scores for ASI and lower ones for DSS (p < 0.01). The Spearman’s rho value revealed significant relationships between the presence of sexual double standards and that of romantic myths and ambivalent attitudes (p < 0.01). Conclusions: Adolescents commonly express romantic love myths, sexist attitudes and sexual double standards. These three factors, which are significantly correlated, influence the presence of violence in dating relationships.

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Section: Discussionsupporting

confidence: 93%

Factors Related to Gender Violence and Sex Education in Adolescents: A Cross-Sectional Study

Guerra‐Marmolejo

Fernández-Fernández

González‐Cano‐Caballero

et al. 2021

IJERPH

View full text Add to dashboard Cite

show abstract

“…Finally, all these measures should be accompanied by a learning and social environment that promotes the reduction of sexist attitudes and helps to configure a world without stereotypes (Solbes-Canales et al, 2020). Only in this way can the next generation of potential female scientists believe that they can achieve a successful STEM career.…”

Section: Practical Implications Of the Present Researchmentioning

confidence: 99%

Girls in STEM: Is It a Female Role-Model Thing?

2020

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Women are underrepresented in STEM (science, technology, engineering, and mathematics) careers, and this poses new challenges at the dawn of the era of digital transformation. The goal of the present study is to demonstrate how female role models influence girls' preferences for STEM studies. This paper evaluates a role-model intervention in which female volunteers working in STEM go into schools to talk to girls about their careers. The study was conducted with 304 girls, from 12 years old (sixth primary grade) to 16 years old (fourth secondary grade), both before and after the role-model sessions. An adaptation of the expectancy-value theory of achievement motivation is used to test the extent to which this role-model intervention improves girls' beliefs that they can be successful in STEM fields and increases their likelihood of choosing a STEM career. The results of multigroup structural equation modeling analysis show that on average, the role-model intervention has a positive and significant effect on mathematics enjoyment, importance attached to math, expectations of success in math, and girls' aspirations in STEM, and a negative effect on gender stereotypes. Additionally, the female role-model sessions significantly increase the positive impact of expectations of success on STEM choices. Finally, the moderation role of the counterstereotypical content of the role-model sessions is tested. The results show that the higher the counterstereotypical character of the sessions, the higher the relationship between expectations of success in math and the choice of STEM. These results are discussed regarding their implications for long-term STEM engagement.

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“…A number of environmental variables are also associated with symbolic and physical factors that shape the development of gender roles and stereotypes within the school context (Solbes-Canales et al, 2020). From a symbolic perspective, textbooks, teachers, and other educational tools may transmit subtle and implicit messages about what is expected of each student in terms of gender and other sociocultural factors such as parental educational level, social origin, or ethnicity.…”

Section: Social Environmental and Biological Influencesmentioning

confidence: 99%

Parent and Teacher Depictions of Gender Gaps in Secondary Student Appraisals of Their Academic Competences

2020

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The present study examines a group of secondary teachers' and parents' appraisals of gender gaps in secondary students' self-assessment of competence in Science, Technology, Engineering, and Mathematics (STEM) and non-STEM domains. Eight focus groups with 39 parents and 34 secondary teachers were conducted for this purpose. In light of the observed gender gaps in students' performance and selfperception of ability in the different subject areas, the participants were particularly surprised by girls' underestimation of their abilities in STEM subjects, compared with boys' tendency to overestimate their abilities in STEM. Most participants agreed on the need for measures to combat these inaccuracies and discussed possible causes. Some participants associated these gender disparities in students' self-assessment of ability with gender gaps in their choices of subject areas and occupations. The role played by school, teachers, families, and other socialization agents in reinforcing gender stereotypes about academic competence was also discussed in most of the focus groups. Interestingly, some teachers questioned why gender attainments obtained in schools do not serve as an example when it comes to neutralizing the sexism and gender inequality messages offered by the media and society. Likewise, technology teachers proposed changes in school practices to close gender gaps in certain areas (i.e., boys' appropriation of the playground, or the reproduction of gender roles in the classroom). Few parents acknowledged their unconscious reproduction of gender roles and stereotypes in raising their children.

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Socialization of Gender Stereotypes Related to Attributes and Professions Among Young Spanish School-Aged Children

Cited by 64 publications

References 72 publications

Factors Related to Gender Violence and Sex Education in Adolescents: A Cross-Sectional Study

Factors Related to Gender Violence and Sex Education in Adolescents: A Cross-Sectional Study

Girls in STEM: Is It a Female Role-Model Thing?

Parent and Teacher Depictions of Gender Gaps in Secondary Student Appraisals of Their Academic Competences

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