「女子は数学ができない」というステレオタイプに基づきながら, 好意的に聞こえる好意的性差別発言「女の子なのにすごいね（BS条件)」(vs.「すごいね（統制条件)」）が女子生徒の数学に対する意欲を低下させることを実証的に検討した。中学2, 3年生（研究1), 高校1年生（研究2）の女子生徒を対象に, シナリオ法を用いて, 数学で良い成績あるいは悪い成績をとった時に, 教師の好意的性差別発言を聞く場面を設定し, 感情や意欲, 差別の知覚を尋ねた。高成績のシナリオの場合, BS条件は統制条件に比べて数学に対する意欲が低かったが, 低成績のシナリオでは意欲の差異は見られなかった。数学に対する意欲の低下プロセスについて, 感情と差別の知覚を用いて検討したところ, 高成績の場合, 低いポジティブ感情と「恥ずかしい」といった自己に向けられたネガティブ感情の喚起が意欲を低めていること, 怒りなどの外に向けられたネガティブ感情はBS条件の発言を差別と知覚することで喚起されるが, 数学に対する意欲には関連しないことが示された。

• Aronson, Z. H., Reilly, R. R., & Lynn, G. S. (2006). The impact of leader personality on new product development teamwork and performance: The moderating role of uncertainty. Journal of Engineering and Technology Management, 23, 221-247. doi:10.1016/j.jengtecman.2006.06.003


• Becker, J. C., & Wright, S. C. (2011). Yet another dark side of chivalry: Benevolent sexism undermines and hostile sexism motivates collective action for social change. Journal of Personality and Social Psychology, 101, 62-77. doi:10.1037/a0022615


• Betz, N. E. (2005). Women’s career development. In S. D. Brown & R. W. Lent (Eds.), Career development and counseling: Putting theory and research to work (pp. 253-277). Hoboken, NJ: Wiley.


• Brown, C. S., & Leaper, C. (2010). Latina and European American girls’ experiences with academic sexism and their self-concepts in mathematics and science during adolescence. Sex Roles, 63, 860-870. doi:10.1007/s11199-010-9856-5


• Burkley, M., Andrade, A., Stermer, S. P., & Bell, A. C. (2013). The double-edged sword of negative in-group stereotyping. Social Cognition, 31, 15-30. doi:10.1521/soco.2013.31.1.15


• Clark, J. K., Thiem, K. C., Barden, J., Stuart, J. O., & Evans, A. T. (2015). Stereotype validation: The effects of activating negative stereotypes after intellectual performance. Journal of Personality and Social Psychology, 108, 531-552. doi:10.1037/a0038887


• Dardenne, B., Dumont, M., & Bollier, T. (2007). Insidious dangers of benevolent sexism: Consequences for women’s performance. Journal of Personality and Social Psychology, 93, 764-779. doi:10.1037/0022-3514.93.5.764


• Dweck, C. S. (2007). The perils and promises of praise. Educational Leardership, 65(2), 34-39.


• Eccles, J. S. (2007). Where are all the women? Gender differences in participation in physical science and engineering. In S. J. Ceci & W. M. Williams (Eds.), Why aren’t more women in science?: Top researchers debate the evidence (pp.199-210). Washington, DC: American Psychological Association.


• Else-Quest, N. M., Hyde, J. S., & Linn, M. C. (2010). Cross-national patterns of gender differences in mathematics: A meta-analysis. Psychological Bulletin, 136, 103-127. doi:10.1037/a0018053


• Fedi, A., & Rollero, C. (2016). If stigmatized, self-esteem is not enough: Effects of sexism, self-esteem and social identity on leadership aspiration. Europe’s Journal of Psychology, 12, 533-549. doi:10.5964/ejop.v1214.984


• Fogliati, V. J., & Bussey, K. (2013). Stereotype threat reduces motivation to improve effects of stereotype threat and feedback on women’s intentions to improve mathematical ability. Psychology of Women Quarterly, 37, 310-324. doi:10.1177/0361684313480045


• Glick, P., & Fiske, S. T. (1996). The ambivalent sexism inventory: Differentiating hostile and benevolent sexism. Journal of Personality and Social Psychology, 70, 491-512. doi:10.1037/0022-3514.70.3.491


• Glick, P., & Fiske, S. T. (2001). An ambivalent alliance: Hostile and benevolent sexism as complementary justifications for gender inequality. American Psychologist, 56, 109-118.


• Gunderson, E. A., Ramirez, G., Levine, S. C., & Beilock, S. L. (2012). The role of parents and teachers in the development of gender-related math attitudes. Sex Roles, 66, 153-166. doi:10.1007/s11199-011-9996-2


• Hammond, M. D., & Overall, N. C. (2015). Benevolent sexism and support of romantic partner’s goals undermining women’s competence while fulfilling men’s intimacy needs. Personality and Social Psychology Bulletin, 41, 1180-1194. doi:10.1177/0146167215593492


• Hayamizu, T. (1997). Between intrinsic and extrinsic motivation: Examination of reasons for academic study based on the theory of internalization. Japanese Psychological Research, 39, 98-108. doi:10.1111/1468-5884.00043


• Hayes, A. (2013). Introduction to mediation, moderation, and conditional process analysis: A regression-based approach. New York: Guilford.


• Homma, M. K., Motohashi, R., & Ohtsubo, H. (2013). Japan’s lagging gender equality. Science, 340, 428-430. doi:10.1126/science.340.6131.428-b


• 伊佐夏実・知念 渉 (2014). 理系科目における学力と意欲のジェンダー差　日本労働研究雑誌, 648, 84-93.


• 鹿毛雅治 (2013). 学習意欲の理論—動機づけの教育心理学　金子書房


• Kimura, D. (2007). “Underpresentation” or mispresentation? In S. J. Ceci & W. M. Williams (Eds.), Why aren’t more women in science?: Top researchers debate the evidence (pp. 39-55). Washington, DC: American Psychological Association.


• 北村英哉 (2010). 認知と感情のダイナミズム　村田光二（編）社会と感情（pp. 175-194）北大路書房


• 国立教育政策研究所 (2012). 理系文系進路選択に関わる意識調査—学校属性別集計結果の概要 Retrieved from http://www.nier.go.jp/kaihatsu/pdf/zokuseichi-report.pdf（2017年3月10日）


• Lindberg, S. M., Hyde, J. S., Petersen, J. L., & Linn, M. C. (2010). New trends in gender and mathematics performance: A meta-analysis. Psychological Bulletin, 136, 1123-1135. doi:10.1037/a0021276


• Matheson, K., & Anisman, H. (2009). Anger and shame elicited by discrimination: Moderating role of coping on action endorsements and salivary cortisol. European Journal of Social Psychology, 39, 163-185. doi:10.1002/ejsp.522


• Mega, C., Ronconi, L., & De Beni, R. (2014). What makes a good student? How emotions, self-regulated learning, and motivation contribute to academic achievement. Journal of Educational Psychology, 106, 121-131. doi:10.1037/a0033546


• 文部科学省 (2015). 平成27年度学校基本調査 Retrieved from http://www.mext.go.jp/b_menu/toukei/chousa01/kihon/kekka/1268046.htm（2015年9月1日）


• Moya, M., Glick, P., Expósito, F., De Lemus, S., & Hart, J. (2007). It’s for your own good: Benevolent sexism and women’s reactions to protectively justified restrictions. Personality and Social Psychology Bulletin, 33, 1421-1434. doi:10.1177/0146167207304790


• 永房典之 (2009). 自己意識的感情の理論　有光興記・菊池章夫（編著）自己意識的感情の心理学（pp. 37-53）北大路書房


• 西村多久磨・河村茂雄・櫻井茂男 (2011). 自律的な学習動機づけとメタ認知的方略が学習成績を予測するプロセス—内発的な学習動機づけは学業成績を予測することができるのか？　教育心理学研究, 59, 77-87. doi:10.5926/jjep.59.77


• 大平英樹 (2010). 感情と認知　大平英樹（編著）感情心理学・入門（pp. 97-121）有斐閣アルマ


• Pekrun, R., & Perry, R. P. (2014). Control-value theory of achievement emotions. In R. Pekrun & L. Linnenbrink-Garcia (Eds.), International handbook of emotions in education (pp. 120-141). Oxford, UK: Routledge.


• Pennington, C. R., Heim, D., Levy, A. R., & Larkin, D. T. (2016). Twenty years of stereotype threat research: A review of psychological mediators. PLoS ONE, 11, e0146487.


• Régner, I., Steele, J. R., Ambady, N., Thinus-Blanc, C., & Huguet, P. (2015). Our future scientists: A review of stereotype threat in girls from early elementary school to middle school. Revue Internationale de Psychologie Sociale, 27, 13-51.


• Reilly, D., Neumann, D. L., & Andrews, G. (2015). Sex differences in mathematics and science achievement: A meta-analysis of National Assessment of Educational Progress assessments. Journal of Educational Psychology, 107, 645-662. doi:10.1037/edu0000012


• Robins, R. W., Hendin, H. M., & Trzesniewski, K. H. (2001). Measuring global self-esteem: Construct validation of a single-item measure and the Rosenberg Self-Esteem Scale. Personality and Social Psychology Bulletin, 27, 151-161. doi:10.1177/0146167201272002


• Schmitt, M. T., Branscombe, N. R., Postmes, T., & Garcia, A. (2014). The consequences of perceived discrimination for psychological well-being: A meta-analytic review. Psychological Bulletin, 140, 921-948. doi:10.1037/a0035754


• 清水裕士 (2016). フリーの統計ソフトHAD—機能の紹介と統計学・教育, 研究実践における利用方法の提案　メディア・情報・コミュニケーション研究, 1, 59-73.


• Smith, J. L., Sansone, C., & White, P. H. (2007). The stereotyped task engagement process: The role of interest and achievement motivation. Journal of Educational Psychology, 99, 99-114. doi:10.1037/0022-0663.99.1.99


• Spencer, S. J., Steele, C. M., & Quinn, D. M. (1999). Stereotype threat and women’s math performance. Journal of Experimental Social Psychology, 35, 4-28. doi:10.1006/jesp.1998.1373


• Tiedemann, J. (2000). Parents’ gender stereotypes and teachers’ beliefs as predictors of children’s concept of their mathematical ability in elementary school. Journal of Educational Psychology, 92, 144-151. doi:10.1037/0022-0663.92.1.144


• Tomasetto, C., Alparone, F. R., & Cadinu, M. (2011). Girls’ math performance under stereotype threat: The moderating role of mothers’ gender stereotypes. Developmental Psychology, 47, 943-949. doi:10.1037/a0024047


• Watson, D., & Clark, L. A. (1999). The PANAS-X: Manual for the Positive and Negative Affect Schedule-Expanded Form. Iowa Research Online: The University of Iowa.

もっと見る