Focus on the threat of gender stereotypes to women in higher mathematics

下面为大家整理一篇优秀的essay代写范文 -- Focus on the threat of gender stereotypes to women in higher mathematics，文章讲述在本文中，作者从女性和男性角色的角度分析了中国从1年级到6年级的教科书。在某种程度上，它反映了中国学生如何形成性别认同。这是一个需要解决的根本问题。它还揭示了学校在指导学生方面的作用。有了资料来源，我可以争论我对学生中存在的性别认同的讨论，因为孩子更具说服力和说服力。如此强大的资料来源有助于美化我的论文。

Focus on the threat of gender stereotypes to women in higher mathematics

Allen Kate, Ingulsrud John E. What Do You Want to Be When You Grow Up? An Analysis of Primary-School Textbooks in the People's Republic of China. London: Journal of Multilingual and Multicultural Development, 1998. 19(3)81-171.

In this article, the authors analyzed the textbooks from Grade1 to Grade 6 in China in terms of female and male character. It, to some extent, reflects how gender identity comes into being among students in China. It is a radical issue that needs to be solved. It also reveals schools’ role in guiding students. With the source, I can argue my discussion of gender identity existing in students since a child more persuasively and convincingly. And it helps to beautify my paper with such the powerful source.

Aina Olaiya E. and Cameron, Petronella A. Why Does Gender Matter? Counteracting Stereotypes with Young Children. New York: Dimensions of Early Childhood. 39(3), 2011. 11-20.

In this article, authors oppose gender stereotype and explain their reasons. It reveals the adverse impacts of gender stereotype on children. Strong gender identity at early childhood will influence children’s performance in future. The authors also point out another important element that educators play an important role in guiding students to critically thinking about gender identity. Thus, it is a good proof according with my claim to oppose gender stereotype. And it largely reveals the current situation that gender stereotype exists at childhood, which increases persuasiveness of my argument. The sources is a strong and support for my claim in my paper’s claim.

Agars, Mark D. Reconsidering the Impact of Gender Stereotypes on the Advancement of Women in Organizations. New York: Psychology of Women Quarterly. 2004. 28(2)103-111.

The author held the view that in the past time, people underestimate the impact of gender stereotype on women. He insists to reconsider the role of gender stereotype in hindering women’s advancement. He thinks that gender stereotype is a certain and meaningful factor. It can turn out to be a beneficial evidence for me to confirm the harmfulness of gender stereotype. This source provides a claim for my paper that gender stereotype can disturb women’s development.

Buswell Carol. Confronting Stereotypes. Washington: Social Education, 2011. 310-313.

In this article, Buswell gives us a general introduction of stereotype. He tells us what stereotype is and why stereotype exists. Through his analysis on the reasons giving rise to stereotype, limits of stereotype can be revealed. Therefore, this source can help me to present the limits in terms of gender stereotype and indicate past views on men and women are not always right as time moves forwards. Also, it can support my argument that men’s and women’s performance should be objectively and equally judged.

Constantinou, Phoebe. Heightening Our Awareness of Gender Stereotypes. Strategies: A Journal for Physical and Sport Educators, 2008. 28-34.

This article reveals the fact that many physical educators have gender stereotype and treat female and male students differently, while they are not aware of it themselves. They call and interact with their male student more compared with their female students. It also suggests some teaching strategies to improve the learning environment. With the source, I can gain more convincing arguments that gender stereotype still exists among students.

Delisle Marie-Noelle, Guay Frederic, Senecal Caroline, Larose Simon. Predicting Stereotype Endorsement and Academic Motivation in Women in Science Programs: A Longitudinal Model. London: Learning and Individual Differences, 2009. 468-475.

The authors aim to test the gender stereotype threat theory. They put forward a hypothesis that women exposed to fewer women in a science program are more likely to be influenced by the gender stereotype and have worse autonomous academic motivation. Through a research of 167 women who participate in science program, their hypothesis is confirmed. It helps prove that gender stereotype will imperil women’s performance in my paper, I think.

Good Catherine; Aronson Joshua and Harder Jayne Ann. Problems in the Pipeline: Stereotype Threat and Women's Achievement in High-Level Math Courses. Journal of Applied Developmental Psychology, 2008. 17-28.

This article mainly focuses on the threat of gender stereotype on women in upper level of college mathematics. The authors made an experiment and found that in their experimental group, women who were not affected by gender stereotype remarkably outperformed the men in the course. In a control group, men and women were given test under normal instruction and they had equal performance. The article reveals that for those most highly qualified women in college mathematics, stereotype threat suppresses their test performance. The source provides another perspective of counter gender stereotype with the unequal treatment between women and men students, and thus helps to make my paper more convincing and persuasive.

Granrose, Cherlyn Skromme. Gender Differences in Career Perceptions in the     People's Republic of China. California: Career Development International, 2007. 9-27.

The author aims to study the gender difference in career goal of men and women in China. He made a survey among 233 people in 16 organization of China. Finally he found that “women and men were equally likely to value achievement, contributing to the family, and collectivism as career goals and to use loyalty to superiors, and networking as career tactics. Women were more likely than men to try to learn more and to want to get more education as career tactics”. Therefore, gender stereotype today is not justified any more, especially in China. By the source, I can argue the difference of career choices between women and men resulting from the gender stereotype.

Liu Mingxin, Hu Weiping, Jiannong Shi, Adey Philip. Gender Stereotyping and Affective Attitudes towards Science in Chinese Secondary School Students. California: International Journal of Science Education. 2010. 379-395.

This article directly reveals the situation in China that girls are more prone to humanities, while boys more prone to science and the role of gender stereotype in these choices. It offers the basic evidence for the foundation of my paper. The source provides me another angle of discussing gender stereotype and strengthens my paper’s persuasiveness.

Oswald, Debra L. Gender Stereotypes and Women's Reports of Liking and Ability in Traditionally Masculine and Feminine Occupations. New York: Psychology of Women Quarterly. 2008. 196-203.

The author aims to study effect of gender stereotype on influencing women’s reported preferred occupation. 120 women were tested in his research. Results show that strongly gender-identified women more prefer feminine occupations in the stereotype-activation condition. Therefore, gender stereotype not only influences women’s campus life, but also their future careers. Quoted in my paper, it can do a good job to support my claim of the effect of gender stereotype, which can make my paper more convincing.

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