从试图抵消性别刻板印象的尝试中学习性别刻板印象

LearningGender Stereotypes from Attempts to Counteract Them

Chestnut EK, ZhangMY, Markman EM

【摘要】孩子如何学习性别刻板印象？尽管人们通常使用“女孩在数学上和男孩一样好”这样的陈述来表达性别平等，但这种主题补充陈述巧妙地延续了男孩天生更有技能的刻板印象。此类语句的语法将补语位置的项目（这里是男孩）作为比较或参考点的标准。因此，当陈述涉及能力时，听众推断该项目自然比主语位置的项目（这里是女孩）更熟练。在 2 个实验中，我们询问主题补语陈述是否不仅可以强化先前存在的性别刻板印象，还可以教导它们。参与者是 288 名成人（51% 女性，49% 男性）和 337 名 7 至 11 岁的儿童（50% 女孩，50% 男孩；在报告种族的62% 中，44% 自称是白人；主要来自中产阶级）阶级到中上层家庭）。向参与者提供了关于新能力（例如，“女孩在拖网捕鱼方面和男孩一样好”）或非定型活动（例如，“男孩在捕捉方面和女孩一样好”）的主题补充陈述。大人小孩都推断，补位的性别自然比主位的性别更熟练。因此，使用主题补充语句来表达性别平等（例如，“女孩在数学上和男孩一样好”）可能会适得其反，并教会孩子们男孩具有更多的天生能力。

[Abstract] How do children learn gender stereotypes?Although people commonly use statements like "Girls are as good as boys atmath" to express gender equality, such subject-complement statementssubtly perpetuate the stereotype that boys are naturally more skilled. Thesyntax of such statements frames the item in the complement position (here,boys) as the standard for comparison or reference point. Thus, when thestatement concerns ability, listeners infer that this item is naturally moreskilled than the item in the subject position (here, girls). In 2 experiments,we ask whether subject-complement statements could not only reinforcepreexisting gender stereotypes, but also teach them. The participants were 288 adults (51% women, 49% men) and 337 children ages 7 to 11 (50% girls, 50% boys;of the 62% who reported race, 44% self-declared as White; from primarily middle-class to upper middle-class families). Participants were provided withsubject-complement statements about either novel abilities (e.g., "Girlsare as good as boys at trawling") or nonstereotyped activities (e.g.,"Boys are as good as girls at snapping"). Both adults and childreninferred that the gender in the complement position was naturally more skilled than the gender in the subject position. Using subject-complement statements toexpress gender equality (e.g., "Girls are as good as boys at math")could thus backfire and teach children that boys have more natural ability. 

论文原文：Chestnut, E. K., Zhang, M. Y., & Markman,E. M. (2021). “Just as good”: Learninggender stereotypes from attempts to counteract them. Developmental Psychology, 57(1), 114–125. doi.org/10.1037/dev0001143