The Routledge International Handbook of Gender Beliefs, Stereotype Threat, and Teacher Expectations 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.
An understanding of how gender beliefs, stereotype threat, and teacher expectations interrelate is vital to creating safe, equitable, and encouraging learning spaces. The collection summarises how gender beliefs, stereotype threat, and teacher expectations act in association to influence gendered student achievement, engagement, and self-beliefs, and suggests ways toward rectifying their negative effects. The chapters are organised into four sections:
Gender Beliefs, Identity, Stereotypes, and Student Futures
Stereotype Threat
Teacher Expectations
Synergies and Solutions
By examining synergies and solutions shared between the three fields, this book creates more meaningful, consistent, and permanent approaches to achieving gender identity safety, gendered scholastic equity, well-being, and positive futures for students.
This comprehensive publication brings together cutting-edge research at the intersection of gender beliefs, stereotype threat, and teacher expectations. It is an essential reference for researchers and postgraduate students in education and gender studies as well as educational, social, and developmental psychology.
Rezensionen / Stimmen
"This handbook brings together the best to outline their research, discuss the links between the three big topics of gender, stereotype threat, and expectations, and provide directions for moving forward. The handbook is voluminous, rich in explanation, up-to-date in asking the right questions, vast in depth, and evidence-informed."
John Hattie, Melbourne Laureate Professor Emeritus, Melbourne Graduate School of Education Chair, Board of the Australian Institute for Teaching and School Leadership.
"Researchers and practitioners have been gifted with a comprehensive and thought-provoking volume that examines three of the most important, timely, and challenging topics confronting contemporary education. This book should be on the "must-read" list for every educational researcher, aspiring or practicing teacher, or concerned citizen who wants to understand how teachers' beliefs about gender, stereotype threats, and their expectations of students shape the learning environment for better or for worse."
Patricia Alexander, Distinguished University Professor, University of Maryland College Park.
Reihe
Sprache
Verlagsort
Verlagsgruppe
Zielgruppe
Für höhere Schule und Studium
Für Beruf und Forschung
Postgraduate, Professional, and Undergraduate Advanced
Illustrationen
7 s/w Photographien bzw. Rasterbilder, 8 s/w Abbildungen, 1 s/w Zeichnung, 9 s/w Tabellen
9 Tables, black and white; 1 Line drawings, black and white; 7 Halftones, black and white; 8 Illustrations, black and white
Maße
Höhe: 250 mm
Breite: 175 mm
Dicke: 25 mm
Gewicht
ISBN-13
978-1-032-23114-3 (9781032231143)
Copyright in bibliographic data and cover images is held by Nielsen Book Services Limited or by the publishers or by their respective licensors: all rights reserved.
Schweitzer Klassifikation
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 Universitaet der Bundeswehr Muenchen. 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.
Herausgeber*in
University of Auckland
Universitaet der Bundeswehr Muenchen
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 space
