Ilka Wolter

Gender role self-concept at school start and its impact on academic self-concept and performance in mathematics and reading

Abstract This research investigates children’s self-ascriptions of feminine and masculine attributes (gender role self-concept) and whether they predict academic self-concepts and performance in gendered subject domains in their early Bildung-career. We suggest that as children incorporate gender stereotypes into their self-concept, perceptions of their competence (cognitive component of academic self-concepts), their affective-motivational reactions (affective component of academic self-concepts), as well as their performance in reading and mathematics are shaped accordingly. In a sample of 113 first graders we (1) measured gender role self-concept, and (2) analyzed its impact on children’s academic self-concepts and performance in mathematics and reading half a year later. As expected, girls ascribed comparatively more feminine and boys comparatively more masculine-stereotyped behaviors to themselves. Furthermore, the more feminine children described themselves the better was their reading performance half a year later, while no indirect effects, mediated via the academic self-concept, appeared. Also, the more masculine children described themselves, the higher were their mathematics related ability self-concepts half a year later, however, mathematics achievements were unrelated to any of the other variables. We discuss that future research needs to more systematically study the variables investigated in this research in children as they move from school start into third grade when the gender role self-concept as well as differences between girls and boys in their academic self-concepts, their liking for different school subjects, and their skills are well established.

Geschlechtergerechtigkeit im Klassenzimmer

Geschlechtsabhangige Benachteiligungen in der Schule – beispielsweise sichtbar in fachspezifisch unterschiedlichen Defiziten von Madchen und Jungen – werfen die Frage auf, wie Schule gestaltet werden kann, damit sie einen moglichst geschlechtergerechten Lernort darstellt. Wir beleuchten drei Kontextmerkmale des Klassenzimmers hinsichtlich ihres potentiellen Beitrags zu Geschlechtergerechtigkeit im Klassenzimmer: