Gender identity and stereotypes as key factors in reading motivation : three studies in secondary school in Chile
Loading...
Date
2021
Authors
Journal Title
Journal ISSN
Volume Title
Publisher
Abstract
The goal of this dissertation was to identify the role of sex, gender identity, reading gender and other stereotypes, in the reading motivation of Chilean secondary school students, controlling for language arts achievement and SES. In addition, it sought to evaluate the differential effect of gender identity and stereotypes in the reading motivation of female and male students. To achieve this general goal, three studies were carried out to delve into different gender-related factors that contribute to explain the disadvantage of males compared to females in academic achievement in reading.
Study 1 analyzed the role of students’ identification with expressive and instrumental traits, as well as their adherence to Reading Gender Stereotypes (RGS) in their reading motivation. Study 2 analyzed how fictional students with high and low liking for reading are perceived by both students and teachers, as well as the way in which this perception would especially harm the involvement of male students in activities related to reading. Finally, Study 3 delves into findings of study 1. It evaluated not only the direct effects of sex, students’ gender identity and their adherence to RGS, on reading motivation, but also the indirect effects of these variables, as well as the differential effects for the sample of female and male students.
Description
Tesis (Doctor in Psychology)--Pontificia Universidad Católica de Chile, 2021