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建立人际资源圈Gender Stereotype Should Be Paid Attention to
2023-09-03 来源: 类别: Paper范文
Ⅰ. Introduction
For a long time, gender stereotype has been a heated topic and many researches on this topic have been diversified. As a Chinese student being educated in US, I realize the seriousness of gender stereotype issue in China, while in US I feel that both female students and male students are encouraged to take part in all courses. Today, though women’s position in China has been remarkably improved, female students sometimes are still thought to be poorer performers than male students in some fields such as science and technology. Also, women are still treated unfairly and receive lower pay for the equal work, as well as have far few opportunities of work at present in China. What is worse, many women are forced to stay home to do housework after their marriages according to Chinese old prejudice that women should stay home for family rather than go out of home. However, with the social development in China, it is proved that gender stereotype is not adaptable to Chinese development any loner, as women play a largely important role in the process of Chinese modernization. Therefore, gender stereotype is limited and brings forth numerous adverse effects, and schools and educators in China should share some responsibilities in cubing its impacts.
Without doubt, gender stereotype is an issue close to everyone to a large extent. It not only imperils the equality between women and men in China, but also results in the loss of female talent wealth, which conflicts with the today’s theme of the equality between women and men. Gender stereotype, as a historical and traditional problem, largely restricts Chinese modern development and is not beneficial the pursuit of happiness. However, schools and educators in China are endowed with the power to drive our society to attach high attention to gender stereotype but they seem to neglect this issue. Now it is time for them to realize it and take some actions, as rejuvenation of a country needs all people’s efforts. Thus, schools and educators, as the important members of our society, should take responsibility to explore talents as much as possible and make contribution to our country.
Ⅱ. Gender Stereotype in China
Gender stereotype, to some extent, does affect Chinese students’ choices of courses. Kate Allen and her partner, who study gender stereotype in China, analyzed the textbooks from Grade1 to Grade 6 in China in terms of female’s and male’s characters and found “Analysis of textbook illustrations, identification of figures' activities, and classification of adults' occupations indicated that the illustrations stereotyped gender roles in a manner reflecting actual contemporary social norms rather than idealized norms of society” (175). For example, they found that females were always designed as teachers or nurses, while men as doctors or engineers. They linked them with the emergence of gender identity among Chinese students. It shows that Chinese students have clearly known the difference between men and women since they are young. Such early-born gender identity affects their future choices and limits their potentials, such as compared with male students, female students are always encouraged to choose arts course and thus have less chance to take part in science competitions, and to be teachers when they grow up. On China’s campuses, it is easy to find that more females tend to choose courses related to art and language, while more males prone to mathematics, engineer and technology. This phenomenon has also been confirmed by Philip Adey and his teammates, who did research on gender stereotype and affective attitudes towards science in Chinese secondary school students. According to their research, in China, given by gender stereotype, girls are more prone to humanities, while boys more prone to science. Even when Chinese female students graduate from school and face career choices, they are sometimes afraid of choosing positions which, in others’ eyes, are supposed to be male’s. Therefore, gender stereotype in China has already seriously influenced female’s performance in many aspects, such as course choices and career choices.
Ⅲ. Why Gender Stereotype Is Limited and Its Adverse Effects
Actually, all stereotypes have limits, let alone gender stereotype. As Buswell Carol, who study stereotype, says, stereotypes are limited and “constantly being reinforced by personal experiences, family discussions, and Hollywood productions as well” (312). In the past, men did perform better than women in many aspects. This concept has gone through hundreds of years and deeply taken roots in people’s view. It has been repeatedly strengthened in the past long run. However, at this age when education is the same accessible to females as to males, gender stereotype is not available any more. First, with substantial learning resources, female’s intelligence has been further explored than ever before. The gap between female’s and male’s intelligences has been remarkably narrowed. Second, it cannot be denied that today there is a considerable number of females who are far smarter than males. We can never neglect these talents. Third, although some females are not as smart as males, they are more diligent and persistent which are enough to offset their disadvantages. Thus, with the intelligence and later efforts, many women can be excellent as well. There is also research proving the unjustification of gender stereotype. Cherlyn Skromme, researcher who pays attention to issues related to women, 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” (Skromme, 28). To many aspects, women are the same as men, including the intelligence, efforts, creativity, judgement or even the physical power. If given the same opportunities, women must do as well as or even better than men, as there are never lack of great women in the world, such as Madame Curie, Mrs. Thatcher, etc. Therefore, women should not gain unequal treatment because the gender stereotype, and we cannot judge all women on the basis of gender stereotype. According to the reasons above, it is clear that gender stereotype is quite limited.
Furthermore, if gender stereotype still heavily exists in China, it will limit women’s creativity and potential development to a large extent. For example, many Chinese female students may not have the courage to challenge some difficult jobs. Even they have taken the challenge, they may bear more pressure. Catherine, who studies influence of gender stereotype on women, made an experiment mainly focusing on the threat of gender stereotype on women in upper level of college mathematics. It found that in their experimental group, women who were not affected by gender stereotype remarkably outperformed the men in the course. She points out that “negative stereotypes can undermine women's performance on mathematics tests” and “even among the most highly qualified and persistent women in college mathematics, stereotype threat suppresses test performance” (Catherine, 26). Another two researchers, Simon and his teammates also aimed to test the threat of gender stereotype. 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 was confirmed. It again proved that gender stereotype will imperil women’s performance. The two researches above indicate that gender stereotype will result in pressure on women of many fields and affect their performances. Results show that strongly gender-identified women more prefer feminine occupations in the stereotype-activation condition. In other words, women may give up their beloved occupations due to the pressure given by gender stereotype and thus some of female talents in China may vanish. Therefore, the adverse impacts of gender stereotype on women are numerous and should not be underestimated. It will further results in the loss of many female talents if people still continue lose sight of the problem of gender stereotype. As Mark D, an educator who advocates to reconsider the role of gender stereotype, says, “stereotypes are a certain and meaningful contributor to the limited presence of women in high-level positions. Renewed consideration of the role of stereotypes in organizational decision making is required” (Mark, 108). It is so serious to have stereotype, but what is anxious is that people continue to bear the gender stereotype and neglect women’s important role in social development. Now the negative effect of gender stereotype on women has been underestimated before and now it is time for us to reconsider its role. Thus, efforts are needed to be made to curb the passive impact of gender stereotype.
Ⅳ. Role of Schools and Educators in China
Schools and educators in China should bear some responsibilities in changing the situation. Some people may say that gender stereotype is a long-lasting cultural artifact and it has nothing to do with school. It should be admitted that school cannot prevent the emergence of gender stereotype. However, it can relieve its negative impacts.
Schools are supposed be a place where both female and male students are equal and their potentials are fully explored. However, there are always some exceptional cases. Phoebe Constantinou who studies the gender stereotype phenomenon at school, reveals 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 students more than their female students. “Research on gender in classroom settings indicates that males are called on more frequently and given more time to answer questions. Furthermore, they are given more specific feedback about their efforts and work. While males are punished more often for their egregious behavior, females are praised for being neat and quiet” (Constantinou, 32). Educators, unconsciously, turn out to be promoters of gender stereotype. Therefore, in some sense, schools and educators should be blamed for their negligence and they need to advocate the equalities between women and men.
Actions should be taken to reverse the situation. In terms of educators, they should be aware of and avoid the influence of gender stereotype and contrive to treat male students and female students equally. Moreover, as Petronella A and his partner, researchers who study the role of educators in curbing gender stereotype, point out, “educators can help children develop a positive sense of their own gender. By equipping young children with positive messages of empowerment regardless of gender, plus the critical thinking skills to identify stereotypes, teachers and families can impart in children self-concept resiliency, even when faced with negative stereotypes. Those children will then be less likely to perpetuate the stereotypes and can help end the cycle of prejudice” (Petronella, 15). Teachers should actively play their roles as instructors to decline gender stereotype or even terminate it. But how? They can create a campus environment where female and male students are treated equally. They can also create more opportunities for female students to present their potentials and skills, such as providing them the equal chance to take part in competitions. Besides, in the daily campus life, through speech or relevant courses, they can encourage female students to take some important and challenging positions rather than doubt themselves. By doing so, female students can have more chance to train themselves and gain more communications from male students, thus reducing the so-called gender stereotype. This has profound social meanings that it increases the chance of the birth of some Chinese female talents.
Ⅴ. Conclusion
Actually, gender stereotype is a historical and traditional prejudice and problem and is of great importance to study, because it has disturbed Chinese social development but still exists in many places, especially in the school. It brings forth considerable negative effects, such as increasing females’ pressure and affecting their choices of courses and careers. People should not take little notice of gender stereotype any longer, especially the schools and educators. Both schools and educators must realize the existence of this issue and take some actions to relieve it, or it must disturb further social development and restrict females’ development of creativity and potential. However, it is serious that the gender stereotype still exists in China, which brings adverse impacts on Chinese development. With the development of society and modernization, the issue is meaningful for both educators and schools to study, as schools and educators are one of the most important roles to encourage their female students and curb the negative effects of gender stereotype. Therefore, I sincerely hope that through my paper educators and schools can pay some attention to this issue, give more encouragement to female students and decline or even kill gender stereotype by creating equal study environments and strengthening female and male students’ communications. I also believe that once we attach attention to this issue, it can make our students more excellent and confident.
Bibliography
Aina Olaiya E. and Cameron, Petronella A. “Why Does Gender Matter? Counteracting Stereotypes with Young Children.” Dimensions of Early Childhood. 2011:20-11.Print.
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.” Journal of Multilingual and Multicultural Development. 1998:171-81.Print.
Agars, Mark D. “Reconsidering the Impact of Gender Stereotypes on the Advancement of Women in Organizations.” Psychology of Women Quarterly. 2004:111-103.Print.
Buswell, Carol. “Confronting Stereotypes.” Social Education. 2011:313-310.Print.
Constantinou, Phoebe. “Heightening Our Awareness of Gender Stereotypes.” Strategies: A Journal for Physical and Sport Educators. 2008:34-28.Print.
Delisle Marie-Noelle, Guay Frederic, Senecal Caroline, Larose Simon. “Predicting Stereotype Endorsement and Academic Motivation in Women in Science Programs: A Longitudinal Model.” Learning and Individual Differences.2009:475-468.Print.
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. 2008:28-17.Print.
Granrose, Cherlyn Skromme. “Gender Differences in Career Perceptions in the People's Republic of China.”Career Development International.2007:27-9.Print.
Liu Mingxin, Hu Weiping, Jiannong Shi, Adey Philip. “Gender Stereotyping and Affective Attitudes towards Science in Chinese Secondary School Students.” International Journal of Science Education. 2010:395-379.Print.
Oswald, Debra L. “Gender Stereotypes and Women's Reports of Liking and Ability in Traditionally Masculine and Feminine Occupations.”Psychology of Women Quarterly. 2008:203-196.Print.
For a long time, gender stereotype has been a heated topic and many researches on this topic have been diversified. As a Chinese student being educated in US, I realize the seriousness of gender stereotype issue in China, while in US I feel that both female students and male students are encouraged to take part in all courses. Today, though women’s position in China has been remarkably improved, female students sometimes are still thought to be poorer performers than male students in some fields such as science and technology. Also, women are still treated unfairly and receive lower pay for the equal work, as well as have far few opportunities of work at present in China. What is worse, many women are forced to stay home to do housework after their marriages according to Chinese old prejudice that women should stay home for family rather than go out of home. However, with the social development in China, it is proved that gender stereotype is not adaptable to Chinese development any loner, as women play a largely important role in the process of Chinese modernization. Therefore, gender stereotype is limited and brings forth numerous adverse effects, and schools and educators in China should share some responsibilities in cubing its impacts.
Without doubt, gender stereotype is an issue close to everyone to a large extent. It not only imperils the equality between women and men in China, but also results in the loss of female talent wealth, which conflicts with the today’s theme of the equality between women and men. Gender stereotype, as a historical and traditional problem, largely restricts Chinese modern development and is not beneficial the pursuit of happiness. However, schools and educators in China are endowed with the power to drive our society to attach high attention to gender stereotype but they seem to neglect this issue. Now it is time for them to realize it and take some actions, as rejuvenation of a country needs all people’s efforts. Thus, schools and educators, as the important members of our society, should take responsibility to explore talents as much as possible and make contribution to our country.
Ⅱ. Gender Stereotype in China
Gender stereotype, to some extent, does affect Chinese students’ choices of courses. Kate Allen and her partner, who study gender stereotype in China, analyzed the textbooks from Grade1 to Grade 6 in China in terms of female’s and male’s characters and found “Analysis of textbook illustrations, identification of figures' activities, and classification of adults' occupations indicated that the illustrations stereotyped gender roles in a manner reflecting actual contemporary social norms rather than idealized norms of society” (175). For example, they found that females were always designed as teachers or nurses, while men as doctors or engineers. They linked them with the emergence of gender identity among Chinese students. It shows that Chinese students have clearly known the difference between men and women since they are young. Such early-born gender identity affects their future choices and limits their potentials, such as compared with male students, female students are always encouraged to choose arts course and thus have less chance to take part in science competitions, and to be teachers when they grow up. On China’s campuses, it is easy to find that more females tend to choose courses related to art and language, while more males prone to mathematics, engineer and technology. This phenomenon has also been confirmed by Philip Adey and his teammates, who did research on gender stereotype and affective attitudes towards science in Chinese secondary school students. According to their research, in China, given by gender stereotype, girls are more prone to humanities, while boys more prone to science. Even when Chinese female students graduate from school and face career choices, they are sometimes afraid of choosing positions which, in others’ eyes, are supposed to be male’s. Therefore, gender stereotype in China has already seriously influenced female’s performance in many aspects, such as course choices and career choices.
Ⅲ. Why Gender Stereotype Is Limited and Its Adverse Effects
Actually, all stereotypes have limits, let alone gender stereotype. As Buswell Carol, who study stereotype, says, stereotypes are limited and “constantly being reinforced by personal experiences, family discussions, and Hollywood productions as well” (312). In the past, men did perform better than women in many aspects. This concept has gone through hundreds of years and deeply taken roots in people’s view. It has been repeatedly strengthened in the past long run. However, at this age when education is the same accessible to females as to males, gender stereotype is not available any more. First, with substantial learning resources, female’s intelligence has been further explored than ever before. The gap between female’s and male’s intelligences has been remarkably narrowed. Second, it cannot be denied that today there is a considerable number of females who are far smarter than males. We can never neglect these talents. Third, although some females are not as smart as males, they are more diligent and persistent which are enough to offset their disadvantages. Thus, with the intelligence and later efforts, many women can be excellent as well. There is also research proving the unjustification of gender stereotype. Cherlyn Skromme, researcher who pays attention to issues related to women, 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” (Skromme, 28). To many aspects, women are the same as men, including the intelligence, efforts, creativity, judgement or even the physical power. If given the same opportunities, women must do as well as or even better than men, as there are never lack of great women in the world, such as Madame Curie, Mrs. Thatcher, etc. Therefore, women should not gain unequal treatment because the gender stereotype, and we cannot judge all women on the basis of gender stereotype. According to the reasons above, it is clear that gender stereotype is quite limited.
Furthermore, if gender stereotype still heavily exists in China, it will limit women’s creativity and potential development to a large extent. For example, many Chinese female students may not have the courage to challenge some difficult jobs. Even they have taken the challenge, they may bear more pressure. Catherine, who studies influence of gender stereotype on women, made an experiment mainly focusing on the threat of gender stereotype on women in upper level of college mathematics. It found that in their experimental group, women who were not affected by gender stereotype remarkably outperformed the men in the course. She points out that “negative stereotypes can undermine women's performance on mathematics tests” and “even among the most highly qualified and persistent women in college mathematics, stereotype threat suppresses test performance” (Catherine, 26). Another two researchers, Simon and his teammates also aimed to test the threat of gender stereotype. 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 was confirmed. It again proved that gender stereotype will imperil women’s performance. The two researches above indicate that gender stereotype will result in pressure on women of many fields and affect their performances. Results show that strongly gender-identified women more prefer feminine occupations in the stereotype-activation condition. In other words, women may give up their beloved occupations due to the pressure given by gender stereotype and thus some of female talents in China may vanish. Therefore, the adverse impacts of gender stereotype on women are numerous and should not be underestimated. It will further results in the loss of many female talents if people still continue lose sight of the problem of gender stereotype. As Mark D, an educator who advocates to reconsider the role of gender stereotype, says, “stereotypes are a certain and meaningful contributor to the limited presence of women in high-level positions. Renewed consideration of the role of stereotypes in organizational decision making is required” (Mark, 108). It is so serious to have stereotype, but what is anxious is that people continue to bear the gender stereotype and neglect women’s important role in social development. Now the negative effect of gender stereotype on women has been underestimated before and now it is time for us to reconsider its role. Thus, efforts are needed to be made to curb the passive impact of gender stereotype.
Ⅳ. Role of Schools and Educators in China
Schools and educators in China should bear some responsibilities in changing the situation. Some people may say that gender stereotype is a long-lasting cultural artifact and it has nothing to do with school. It should be admitted that school cannot prevent the emergence of gender stereotype. However, it can relieve its negative impacts.
Schools are supposed be a place where both female and male students are equal and their potentials are fully explored. However, there are always some exceptional cases. Phoebe Constantinou who studies the gender stereotype phenomenon at school, reveals 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 students more than their female students. “Research on gender in classroom settings indicates that males are called on more frequently and given more time to answer questions. Furthermore, they are given more specific feedback about their efforts and work. While males are punished more often for their egregious behavior, females are praised for being neat and quiet” (Constantinou, 32). Educators, unconsciously, turn out to be promoters of gender stereotype. Therefore, in some sense, schools and educators should be blamed for their negligence and they need to advocate the equalities between women and men.
Actions should be taken to reverse the situation. In terms of educators, they should be aware of and avoid the influence of gender stereotype and contrive to treat male students and female students equally. Moreover, as Petronella A and his partner, researchers who study the role of educators in curbing gender stereotype, point out, “educators can help children develop a positive sense of their own gender. By equipping young children with positive messages of empowerment regardless of gender, plus the critical thinking skills to identify stereotypes, teachers and families can impart in children self-concept resiliency, even when faced with negative stereotypes. Those children will then be less likely to perpetuate the stereotypes and can help end the cycle of prejudice” (Petronella, 15). Teachers should actively play their roles as instructors to decline gender stereotype or even terminate it. But how? They can create a campus environment where female and male students are treated equally. They can also create more opportunities for female students to present their potentials and skills, such as providing them the equal chance to take part in competitions. Besides, in the daily campus life, through speech or relevant courses, they can encourage female students to take some important and challenging positions rather than doubt themselves. By doing so, female students can have more chance to train themselves and gain more communications from male students, thus reducing the so-called gender stereotype. This has profound social meanings that it increases the chance of the birth of some Chinese female talents.
Ⅴ. Conclusion
Actually, gender stereotype is a historical and traditional prejudice and problem and is of great importance to study, because it has disturbed Chinese social development but still exists in many places, especially in the school. It brings forth considerable negative effects, such as increasing females’ pressure and affecting their choices of courses and careers. People should not take little notice of gender stereotype any longer, especially the schools and educators. Both schools and educators must realize the existence of this issue and take some actions to relieve it, or it must disturb further social development and restrict females’ development of creativity and potential. However, it is serious that the gender stereotype still exists in China, which brings adverse impacts on Chinese development. With the development of society and modernization, the issue is meaningful for both educators and schools to study, as schools and educators are one of the most important roles to encourage their female students and curb the negative effects of gender stereotype. Therefore, I sincerely hope that through my paper educators and schools can pay some attention to this issue, give more encouragement to female students and decline or even kill gender stereotype by creating equal study environments and strengthening female and male students’ communications. I also believe that once we attach attention to this issue, it can make our students more excellent and confident.
Bibliography
Aina Olaiya E. and Cameron, Petronella A. “Why Does Gender Matter? Counteracting Stereotypes with Young Children.” Dimensions of Early Childhood. 2011:20-11.Print.
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.” Journal of Multilingual and Multicultural Development. 1998:171-81.Print.
Agars, Mark D. “Reconsidering the Impact of Gender Stereotypes on the Advancement of Women in Organizations.” Psychology of Women Quarterly. 2004:111-103.Print.
Buswell, Carol. “Confronting Stereotypes.” Social Education. 2011:313-310.Print.
Constantinou, Phoebe. “Heightening Our Awareness of Gender Stereotypes.” Strategies: A Journal for Physical and Sport Educators. 2008:34-28.Print.
Delisle Marie-Noelle, Guay Frederic, Senecal Caroline, Larose Simon. “Predicting Stereotype Endorsement and Academic Motivation in Women in Science Programs: A Longitudinal Model.” Learning and Individual Differences.2009:475-468.Print.
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. 2008:28-17.Print.
Granrose, Cherlyn Skromme. “Gender Differences in Career Perceptions in the People's Republic of China.”Career Development International.2007:27-9.Print.
Liu Mingxin, Hu Weiping, Jiannong Shi, Adey Philip. “Gender Stereotyping and Affective Attitudes towards Science in Chinese Secondary School Students.” International Journal of Science Education. 2010:395-379.Print.
Oswald, Debra L. “Gender Stereotypes and Women's Reports of Liking and Ability in Traditionally Masculine and Feminine Occupations.”Psychology of Women Quarterly. 2008:203-196.Print.
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