ERIC Number: ED205581
Record Type: RIE
Publication Date: 1981-Apr
Reference Count: 0
Sex-Role Identity, Stereotypes and Their Relationship to Achievement Attitudes.
Kaczala, Caroline M.
The influence of sex-role identity on academic achievement behaviors and attitudes is just beginning to be understood. This paper examines two subject areas, mathematics and English, which have traditionally been sex-typed as male and female domains, respectively. Two mechanisms by which sex-role identity may affect achievement behaviors--value of task and self-perceptions--are also explored. The instrument used in this study includes a list of activities shown to be sex-typed. The respondents rated these activities as to their importance for girls and boys. The ratings were used to assess the degree to which students stereotype the activities of boys and girls. Results showed boys as expressing more stereotypical views in general. As for the effect of sex-role identity on achievement attitudes, it was greatest for girls on their attitudes toward math; for boys toward both math and English. The androgynous personality seemed to have the most positive attitudes toward math and English. (Author/GK)
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: N/A
Sponsor: National Inst. of Mental Health (DHEW), Rockville, MD.; National Inst. of Education (ED), Washington, DC.
Authoring Institution: Michigan Univ., Ann Arbor.
Identifiers: Personality Attributes Questionnaire
Note: Paper presented at the Annual Meeting of the American Educational Research Association (65th, Los Angeles, CA, April 13-17, 1981) and at the Biennial Meeting of the Society for Research in Child Development (Boston, MA, April 2-5, 1981).