社会与工程心理学研究室知识库

性别刻板印象造成男性和女性在职业兴趣、职业抱负、个性特征等方面的差异显而易见。这种差异带来的消极影响阻碍了两性平等参与发展。尽管人们在显J性态度层面普遍持性别平等观念，但性别刻板印象仍旧通过内隐方式—非语言行为实现传递。随着儿童不断成熟，性别刻板印象也随之逐渐加深并产生固化。因此了解性别刻板印象的发展轨迹和产生原因可以帮助我们更好地创造有利于性别平等的环境，促进两性获得全面的发展。

本研究着眼于学龄前和学龄早期儿童，用两个研究，三个实验探究两个问题:一是儿童性别刻板印象的发展;二是教师非语言行为对儿童性别刻板印象产生的影响。

在研究一中，以192名4~9岁儿童为被试，采用情景故事和拼图游戏任务，探究儿童在智力领域，社会领域和玩具领域性别刻板印象发展状况。结果显示儿童在智力和社会领域的刻板印象发展晚于其在玩具领域的性别刻板印象发展。儿童4岁时在玩具领域已经出现较强的性别刻板印象。在智力领域，儿童5岁时男生比女生更多地将男生和聪明联系在一起。在社会领域，儿童6岁时女生比男生更认可“女生=助人”的刻板印象。7岁时儿童在智力领域，社会领域和玩具领域的性别刻板印象发展达到顶峰，然后其发展趋于稳定。在研究二中，用两个实验来考察教师非语言行为对儿童性别刻板印象产生的影响。实验一以96名5~7岁儿童为被试，被试分为3组:实验组1观看教师对男生微笑，对女生中立表情视频，实验组2观看教师对女生微笑，对男生中立表情视频;控制组被试不观看视频。实验二以64名儿童为被试，被试分成4组，第一组被试观看教师对男生微笑视频，第二组被试观看教师对女生微笑视频(积极非语言行为)，第三组被试观看教师对男生摇头视频，第四组被试观看教师对女生摇头视频(消极非语言行为)。结果显示教师非语言行为对儿童在刻板玩具的选择上没有影响但却影响儿童在智力领域和社会领域的性别刻板印象，儿童对教师消极非语言行为的敏感度高于对教师积极非语言行为的敏感度。

学龄前期是儿童性别刻板印象形成和发展的重要时期。教师非语言行为在儿童性别刻板形成上的影响因领域的不同而呈现差异性，不同类型的教师非语言行为对儿童的影响效果不同。

There no doubt that gender stereotypes could cause visible differences between men and women in terms of career interests, occupational aspirations, and personality traits and so on. The negative impact of such differences hinders equal participation of both genders in development. Despite people value egalitarian attitudes explicitly, gender stereotypes are still transmitted implicitly through nonverbal behavior. As children gradually getting mature, gender stereotypes come to be fixed and solidified. Understanding the developmental trajectory and causes of gender stereotypes can help us to create a gender equality environment and promote the full development of both genders.

This study focuses on preschool and early school一age children and uses two studies and three experiments to investigate two issues: first, the development of gender stereotypes in children; and second, the influence of teachers' nonverbal behaviors on children's gender stereotypes.

In Study 1，a sample of 192 boys and girls aged 4-9 years undertook story-telling and puzzle tasks to examine the developmental trajectory of gender stereotypes in the intellectual, social, and toy domains. Compared with the gender stereotype in toys domains, the gender stereotype in the intellectual and social domains were endorsed lately by children. Specifically, Children's gender stereotype in toys domains were greatly increased in 4-year-old. Boys aged 5 were more likely than girls to associate brilliance with their own gender in intellectual domain. Girls aged 6 were more likely than boys to associate helpful with their own gender in social domain. The development of gender stereotype in children aged 7 was reached the top and kept steady from 8 to 9 years old. In Study 2, two experiments investigated whether teachers' nonverbal behaviors influence children's gender stereotypes. In experiment 1 96participants (aged 5-7 years) are divided into three groups which the experimental groups viewed multiple videos of interactions between a "teacher" and two“students" while the control group did not. In experiment 2, 64 participants are divided into four groups which the first two groups viewed a "teacher's" positive nonverbal behaviors videos while another two (smile for boys or for girls) groups viewed a "teacher's" negative one (headshake for boys or for girls). This study shows that teachers' nonverbal behaviors have no influence on children's choices about gender-typed toys while it has influence on children's choices about intellectual and social domains. Moreover, children are more sensitive to teachers' negative nonverbal behaviors than positive one. It may be an important implicit factor in the development of children's gender stereotypes.

The pre-school period is the important time for the development of gender stereotype. Teachers' nonverbal behaviors can affect children's gender stereotypes. This effect varies from domain types and teachers' nonverbal behavior types.