| 信忠义.职业性别刻板印象对男幼师生专业认同的影响[J].陕西学前师范学院学报,2021,37(7):87-94 |
| 职业性别刻板印象对男幼师生专业认同的影响 |
| （School of Education Sciences， Shaanxi Xueqian Normal University， Xi’an 710100，China） |
| 投稿时间：2021-04-25 修订日期：2021-04-28 |
| DOI：10. 11995/j. issn. 2095-770X. 2021. 07. 012 |
| 中文关键词: 职业性别刻板印象 专业认同 学业成就 专业效能感 男幼师生 |
| 英文关键词: occupational gender stereotypes professional identity achievement academic-efficacy male students majored in preschool education |
| 基金项目:陕西省社会科学基金项目（2019Q026）；陕西省教育厅专项科学研究计划项目（19JK0210） |
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| 中文摘要: |
| 本研究探讨了职业性别刻板印象对男性幼教师范生专业认同的影响机制，采用问卷法对761名幼师生进行调查，结果发现男幼师生的专业认同、专业效能感、学业成就显著低于女幼师生，而职业性别刻板印象水平显著高于女幼师生；职业性别刻板印象能显著负向预测男幼师的专业认同，职业性别刻板印象影响专业认同的路径包括：（1）职业性别刻板印象直接影响专业认同；（2）通过影响专业效能感间接影响专业认同；（3）通过影响专业效能感来影响学业成就进而影响专业认同。基于上述影响机制本研究提出如下心理干预策略来促进男幼师生的专业认同发展：第一，通过教育淡化性别差异认知来降低社会文化中的职业性别刻板印象；第二，学校可减少物质文化环境设置上的职业性别刻板印象线索；第三，采用自我价值肯定干预、性别角色干预、内隐能力观等干预策略改变男幼师生的社会认知以抵御职业性别刻板印象的影响。 |
| 英文摘要: |
| This study explores the influence mechanism of occupational gender stereotypes on the professional identification of male students majored in preschool education. The questionnaire method was used to study 761 students. The results show that the professional identity， academic-efficacy and achievements of female students is significantly higher than male students， but the occupational gender stereotype of male is significantly higher than that of female students. Occupational gender stereotypes can significantly negatively predict the professional identity of male students majored in preschool education. The ways that occupational gender stereotypes affect professional identity include: （1） Occupational gender stereotypes can directly affect the professional identification of male students. （2） It can indirectly affect professional identity by affecting academic-efficacy. （3） It can also affect academic achievement by affecting academic-efficacy. Based on the above influence mechanism， this study proposes the following psychological intervention strategies to promote the development of male students’ professional identity: First， to reduce the occupational gender stereotypes in social culture by reducing gender difference cognition through education. Second， schools can reduce the cues of occupational gender stereotypes in the material and cultural environment setting. Third， intervention strategies such as self-value affirmation intervention， gender role intervention and implicit competence view were used to change the social cognition of male students majored in preschool education to resist the influence of occupational gender stereotypes. |
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