Journalartikel

Jahr der Veröffentlichung: 2015

Seiten: 1267-

Zeitschrift: Frontiers in Psychology

Bandnummer: 6

DOI Link: https://doi.org/10.3389/fpsyg.2015.01267

Verlag: Frontiers Media

Abstract: 

According to gender stereotypes, reading is for girls. In this study, we
investigated the role of preschool teachers in transmitting such
gendered expectations. We suggest that boys are less motivated to read
in preschool, and less competent in reading 1 year later in primary
school, if their preschool teacher holds a traditional gender role
attitude than if the teacher has egalitarian beliefs. In 135 independent
dyads of a female preschool teacher (N = 135) and one boy (n = 65) or one girl (n
= 70) we measured teacher's gender role attitude, child's reading
related motivation as well as precursors of reading skills in preschool,
and child's reading skills at the end of first grade in primary school.
As expected, the more traditional preschool teachers' gender role
attitude was, the weaker was boys' motivation to (learn to) read while
girls' motivation was unrelated to teachers' gender role attitude. In
either gender, motivation in preschool predicted reading skills at the
end of first grade.

Harvard-Zitierstil: Wolter, I., Braun, E. and Hannover, B. (2015) Reading is for girls!? The negative impact of preschool teachers' traditional gender role attitudes on boys' reading related motivation and skills, Frontiers in Psychology, 6, p. 1267. https://doi.org/10.3389/fpsyg.2015.01267

APA-Zitierstil: Wolter, I., Braun, E., & Hannover, B. (2015). Reading is for girls!? The negative impact of preschool teachers' traditional gender role attitudes on boys' reading related motivation and skills. Frontiers in Psychology. 6, 1267. https://doi.org/10.3389/fpsyg.2015.01267