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Einband grossThe Routledge International Handbook of Gender Beliefs, Stereotype Threat, and Teacher Expectations
ISBN/GTIN

The Routledge International Handbook of Gender Beliefs, Stereotype Threat, and Teacher Expectations

E-BookPDF0 - No protectionE-Book
380 Seiten
Englisch
Taylor & Franciserschienen am13.12.20231. Auflage
This handbook presents, for the first time, the work of leading researchers exploring the synergies and interrelationships between these fields, and provides a catalytic platform for advancing theory, practice, policy and research from an integrated perspective.mehr
Verfügbare Formate
BuchGebunden
EUR283,50
E-BookPDF0 - No protectionE-Book
EUR59,49
E-BookEPUB0 - No protectionE-Book
EUR59,49

Produkt

KlappentextThis handbook presents, for the first time, the work of leading researchers exploring the synergies and interrelationships between these fields, and provides a catalytic platform for advancing theory, practice, policy and research from an integrated perspective.
Details
Weitere ISBN/GTIN9781003808121
ProduktartE-Book
EinbandartE-Book
FormatPDF
Format Hinweis0 - No protection
Erscheinungsjahr2023
Erscheinungsdatum13.12.2023
Auflage1. Auflage
Seiten380 Seiten
SpracheEnglisch
Dateigrösse4319 Kbytes
Illustrationen8 schwarz-weiße Abbildungen, 7 schwarz-weiße Fotos, 1 schwarz-weiße Zeichnungen, 9 schwarz-weiße Tabellen
Artikel-Nr.12093621
Rubriken
Genre9200

Inhalt/Kritik

Inhaltsverzeichnis
Section 1: Gender Beliefs, Identity, Stereotypes, and Student Futures
1. Gender beliefs, stereotypes and gender identity development'
2. 'Gender Diversity and Schooling: Embracing gender expansive education?'
3. How is gender related to student motivation, and future career pathways? Theoretical and empirical perspectives
4. Gender stereotypes, gender identity and girls' and boys' academic engagement 5. Gender and musical choices for boys at school
6. Gender stereotypes, student self-concept, and future STEM career pathways - Implications for teachers and early STEM-related learning experiences
7. Creating a Sense of Belonging in STEM environments despite social and academic concerns: The role of interests

Section 2: Stereotype Threat
8. Stereotype Threat as an Identity Threat: Overview and Current Trends in Research
9. Stereotype threat research in real-world gendered contexts: Looking to the future
10. The role of situational cues in stereotype threat for women in STEM fields
11. Gender-related threats in the motor domain
12. Stereotype threat and identity threat in boys and men
13. Stereotype threat, ethnicity, and gender: An American perspective
14. Maori students' career aspirations: The amelioration of threatening stereotypes through cultural pride and connectedness New Zealand-

Section 3: Teacher Expectations
15. High expectations: Implications for student beliefs
16. Teachers' gender-stereotypical beliefs and expectations for student's reading achievement and motivation
17. Teacher expectations and mathematics-related career aspirations
18. Teacher expectations and mathematics-related career aspirations
19. Gender-specific STEM-education: How teachers' gendered STEM-attitudes affect student beliefs and performance
20. Teacher expectations and gender at tertiary level
21. Teachers¿ attitudes and stereotypical beliefs and expectations: effects of student socio-demographic characteristics and their intersectionality

Section 4: Synergies and Solutions
22. Stereotype threat, teacher expectations, and dual identity
23. Identity safe classrooms
24. Fostering inclusivity in higher education through identity safety cues: A practical guide
25. Promoting cognitive and affective dispositions through collaborative learning
26. Collaborative learning in physical education: Creating a gender-equitable spacemehr

Autor

Penelope W. St J. Watson is a Senior Lecturer at the University of Auckland's Faculty of Education and Social Work. Her research interests are gender stereotypes and identity, gendered self-beliefs and expectations, and gender stereotype threat. She centres her interest in gender within the social psychology of the classroom.

Christine M. Rubie-Davies is a Professor at The University of Auckland. Her research interests are teacher expectations and beliefs that moderate expectancy effects, notably for disadvantaged groups. Widely published, she is an elected Fellow of three organisations. In 2023, she was made a Member of the New Zealand Order of Merit.

Bernhard Ertl is full Professor at the Universität der Bundeswehr München. His research interests focus on factors that influence career decisions, persistence, and performance. His research roots are embedded in how learning with media research can implement support for students-and informing about gender stereotypes in the context of media.
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