Why Do Junior High School Girls Tend Not to Evaluate Themselves as the “Science Type”?: Gender Differentiation Mechanisms in Humanities and Science Self-Concepts
Japanese higher education has a high proportion of women in academic areas such as humanities and nursing, and a low one in science, technology, engineering, and mathematics (STEM). As a background to this gender segregation, the relationship between track selection in high school and major selectio...
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| Published in | THE JAPANESE JOURNAL OF EDUCATIONAL RESEARCH Vol. 90; no. 2; pp. 285 - 297 |
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| Main Author | |
| Format | Journal Article |
| Language | Japanese |
| Published |
Japanese Educational Research Association
2023
一般社団法人 日本教育学会 |
| Subjects | |
| Online Access | Get full text |
| ISSN | 0387-3161 2187-5278 |
| DOI | 10.11555/kyoiku.90.2_285 |
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| Abstract | Japanese higher education has a high proportion of women in academic areas such as humanities and nursing, and a low one in science, technology, engineering, and mathematics (STEM). As a background to this gender segregation, the relationship between track selection in high school and major selection in higher education has been pointed out. In other words, in high school, boys tend to be more likely to choose science tracks and girls tend to be more likely to choose humanities tracks, and the curriculum tracking between track selection and major selection leads to gender segregation in higher education. On the other hand, some survey results show that at the elementary and junior high school stages, there is already a tendency for self-evaluation as the “science type” for boys and the “humanities type” for girls. In addition, although the proportion of “science type” girls is larger than that of “humanities type” girls at the elementary school stage, the proportion reverses at the junior high school stage. Based on these findings, this paper focuses on the “humanities type” and “science type” self-concepts (humanities and science self-concepts) of junior high school students and examines the mechanism of gender differentiation. This study tests four hypotheses about how the mechanism of gender difference occurs. First, because boys perform well in science-related subjects while girls perform well in humanities-related subjects, boys are more likely to evaluate themselves as the “science type” and girls themselves as the “humanities type.” Second, because boys like science-related subjects while girls like humanities-related subjects, boys are more likely to evaluate themselves as the “science type” and girls themselves as the “humanities type.” Third, if girls believe the stereotype that “boys are better suited to science,” they will be unlikely to evaluate themselves as the “science type.” Fourth, if girls' parents believe the stereotype that “boys are better suited to science,” girls will be unlikely to evaluate themselves as the “science type.” Analysis of a questionnaire survey of Japanese junior high school students showed results partially supporting Hypothesis 1, because self-recognition of scientific ability mediates the effect of gender on the humanities and science self-concepts, but the proportion of meditation is only about 7%. Hypothesis 2 was also partially supported because the preference for science subjects mediates about one-third of the effect of gender on the humanities and science self-concepts. Hypothesis 3 and Hypothesis 4 were both supported because it was confirmed that if girls and their parents believed the stereotype above, girls were less likely to evaluate themselves as the “science type.” The above results show that even before entering high school, girls are unlikely to evaluate themselves as the “science type” due to factors other than their own academic ability. The results of this study suggest the importance of invalidating the gender stereotypes that exist in Japanese society. |
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| AbstractList | Japanese higher education has a high proportion of women in academic areas such as humanities and nursing, and a low one in science, technology, engineering, and mathematics (STEM). As a background to this gender segregation, the relationship between track selection in high school and major selection in higher education has been pointed out. In other words, in high school, boys tend to be more likely to choose science tracks and girls tend to be more likely to choose humanities tracks, and the curriculum tracking between track selection and major selection leads to gender segregation in higher education. On the other hand, some survey results show that at the elementary and junior high school stages, there is already a tendency for self-evaluation as the “science type” for boys and the “humanities type” for girls. In addition, although the proportion of “science type” girls is larger than that of “humanities type” girls at the elementary school stage, the proportion reverses at the junior high school stage. Based on these findings, this paper focuses on the “humanities type” and “science type” self-concepts (humanities and science self-concepts) of junior high school students and examines the mechanism of gender differentiation. This study tests four hypotheses about how the mechanism of gender difference occurs. First, because boys perform well in science-related subjects while girls perform well in humanities-related subjects, boys are more likely to evaluate themselves as the “science type” and girls themselves as the “humanities type.” Second, because boys like science-related subjects while girls like humanities-related subjects, boys are more likely to evaluate themselves as the “science type” and girls themselves as the “humanities type.” Third, if girls believe the stereotype that “boys are better suited to science,” they will be unlikely to evaluate themselves as the “science type.” Fourth, if girls' parents believe the stereotype that “boys are better suited to science,” girls will be unlikely to evaluate themselves as the “science type.” Analysis of a questionnaire survey of Japanese junior high school students showed results partially supporting Hypothesis 1, because self-recognition of scientific ability mediates the effect of gender on the humanities and science self-concepts, but the proportion of meditation is only about 7%. Hypothesis 2 was also partially supported because the preference for science subjects mediates about one-third of the effect of gender on the humanities and science self-concepts. Hypothesis 3 and Hypothesis 4 were both supported because it was confirmed that if girls and their parents believed the stereotype above, girls were less likely to evaluate themselves as the “science type.” The above results show that even before entering high school, girls are unlikely to evaluate themselves as the “science type” due to factors other than their own academic ability. The results of this study suggest the importance of invalidating the gender stereotypes that exist in Japanese society. Japanese higher education has a high proportion of women in academic areas such as humanities and nursing, and a low one in science, technology, engineering, and mathematics (STEM). As a background to this gender segregation, the relationship between track selection in high school and major selection in higher education has been pointed out. In other words, in high school, boys tend to be more likely to choose science tracks and girls tend to be more likely to choose humanities tracks, and the curriculum tracking between track selection and major selection leads to gender segregation in higher education. On the other hand, some survey results show that at the elementary and junior high school stages, there is already a tendency for self-evaluation as the “science type” for boys and the “humanities type” for girls. In addition, although the proportion of “science type” girls is larger than that of “humanities type” girls at the elementary school stage, the proportion reverses at the junior high school stage. Based on these findings, this paper focuses on the “humanities type” and “science type” self-concepts (humanities and science self-concepts) of junior high school students and examines the mechanism of gender differentiation. This study tests four hypotheses about how the mechanism of gender difference occurs. First, because boys perform well in science-related subjects while girls perform well in humanities-related subjects, boys are more likely to evaluate themselves as the “science type” and girls themselves as the “humanities type.” Second, because boys like science-related subjects while girls like humanities-related subjects, boys are more likely to evaluate themselves as the “science type” and girls themselves as the “humanities type.” Third, if girls believe the stereotype that “boys are better suited to science,” they will be unlikely to evaluate themselves as the “science type.” Fourth, if girls' parents believe the stereotype that “boys are better suited to science,” girls will be unlikely to evaluate themselves as the “science type.” Analysis of a questionnaire survey of Japanese junior high school students showed results partially supporting Hypothesis 1, because self-recognition of scientific ability mediates the effect of gender on the humanities and science self-concepts, but the proportion of meditation is only about 7%. Hypothesis 2 was also partially supported because the preference for science subjects mediates about one-third of the effect of gender on the humanities and science self-concepts. Hypothesis 3 and Hypothesis 4 were both supported because it was confirmed that if girls and their parents believed the stereotype above, girls were less likely to evaluate themselves as the “science type.” The above results show that even before entering high school, girls are unlikely to evaluate themselves as the “science type” due to factors other than their own academic ability. The results of this study suggest the importance of invalidating the gender stereotypes that exist in Japanese society. 本研究では、中学生の抱く文理意識を、学業的自己概念の一つとして位置づけて、学業仮説、選好仮説、ステレオタイプ仮説の3つの見方から、ジェンダー差が生じる理由を検討した。質問紙調査の計量分析によって仮説を検証した結果、学業仮説は十分な説得力を持たず、選好仮説は部分的に支持され、ステレオタイプ仮説は支持された。本研究の結果は、「男子の方が理系に向いている」のような文化的信念を無効化し、女子中学生が理系科目に対して好意的な態度を示しやすくなれば、「理系」の女子が増加する可能性を示唆している。 |
| Author | TANABE, Kazuhiko |
| Author_FL | 田邉 和彦 |
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| References_xml | – reference: Spencer, S. J., C. M. Steele, and D. M. Quinn, 1999, “Stereotype Threat and Women's Math Performance,” Journal of Experimental Social Psychology, 35 (1) : 4-28. – reference: 日下田岳史, 2022,「なぜ女子は理系意識を持ちづらいのか——小学5～6年生に焦点を当てて」『教育学研究』89 (4) : 91-103. – reference: 東京大学社会科学研究所・ベネッセ教育総合研究所, 2017,『「子どもの生活と学びに関する親子調査2015-2016——親子パネル調査にみる意識と実態の変化」速報版』 ( 2023年4月21日取得, https://berd.benesse.jp/up_images/research/2016_oyako_web_all.pdf ). – reference: 北條雅一, 2013,「数学学習の男女差に関する日米比較」『KIER Discussion Paper』1301. – reference: 木村涼子, 2005,「女は理系に向かないのか——科学技術分野とジェンダー」木村涼子・小玉亮子『教育／家族をジェンダーで語れば』白澤社, 151-74. – reference: 文部科学省, 2022,『学校基本調査』 (2023年4月21日取得, http://www.mext.go.jp/b_menu/toukei/chousa01/kihon/1267995.htm). – reference: 藤原翔, 2020,「将来の夢と出身階層」東京大学社会科学研究所・ベネッセ教育総合研究所編『子どもの学びと成長を追う——2万組の親子パネル調査から』勁草書房, 241-61. – reference: Correll, S. J., 2001, “Gender and the Career Choice Process: The Role of Biased Self-Assessments,” American Journal of Sociology, 106: 1691-730. – reference: Byrne, B. M., 1996, “Academic Self-Concept: Its Structure, Measurement, and Relation to Academic Achievement,” Bracken, B. A. ed., Handbook of Self-Concept: Developmental, Social, and Clinical Considerations, John Wiley & Sons, 287-316 (尾崎仁美訳, 2009, 「学業的自己概念——その構造、測定、学力との関連」梶田叡一・浅田匡監訳『自己概念研究ハンドブック——発達心理学、社会心理学、臨床心理学からのアプローチ』金子書房, 335-67). – reference: Karlson, K. B., A. Holm, and R. Breen, 2012, “Comparing Regression Coefficients Between Same-Sample Nested Models Using Logit and Probit: A New Method,” Sociological Methodology, 42: 286-313. – reference: 古田和久, 2016,「学業的自己概念の形成におけるジェンダーと学校の影響」『教育学研究』83 (1) : 13-25. – reference: Somers, C. L., S. B. Hillman, A. Townsend, A. Baranowski, and E. Robtoy, 2020, “Correspondence between Self-Reported and Actual High School Grades,” Educational Research Quarterly, 43 (3) : 24-51. – reference: 田邉和彦, 2022,「文理意識のジェンダー差は拡大するのか——横断的傾向と縦断的変化の計量分析」東京大学社会科学研究所附属社会調査・データアーカイブ研究センター『2021年度課題公募型二次分析研究会 高校生の進路選択とジェンダー : 高等教育の多様性に注目して 研究成果報告書』, 15-35. – reference: 木村治生, 2020,「『子どもの生活と学び』研究プロジェクトについて——プロジェクトのねらい, 調査設計, 調査対象・内容, 特徴と課題」東京大学社会科学研究所・ベネッセ教育総合研究所編『子どもの学びと成長を追う——2万組の親子パネル調査から』勁草書房, 3-26. – reference: OECD, 2019, PISA 2018 Results (Volume Ⅱ) : Where All Students Can Succeed, PISA, OECD Publishing, Paris. – reference: 安野智子, 2006,『重層的な世論形成過程——メディア・ネットワーク・公共性』東京大学出版会. – reference: 伊佐夏実・知念渉, 2014,「理系科目における学力と意欲のジェンダー差」『日本労働研究雑誌』648: 84-93. – reference: 小倉康, 2012,『理系文系進路選択に関わる意識調査——全国値集計結果報告』平成23年度科学研究費補助金研究成果報告書 (22300274). – reference: 岡部悟志, 2020,「『親子パネル調査』におけるサンプル脱落の実態と評価」東京大学社会科学研究所・ベネッセ教育総合研究所編『子どもの学びと成長を追う——2万組の親子パネル調査から』勁草書房, 27-33. – reference: 河野銀子, 2005,『高校における〈文理〉選択とジェンダー——大学生調査の分析から』平成16年度科学研究費補助金研究成果報告書 (16681021), 山形大学. – reference: 国立教育政策研究所, 2021,『算数・数学教育／理科教育の国際比較——国際数学・理科教育動向調査の2019年調査報告書』明石書店. – reference: 内閣府男女共同参画局, 2021,『令和3年度 性別による無意識の思い込み (アンコンシャス・バイアス) に関する調査研究 調査結果』. – reference: 中西啓喜, 2016,「理数系教科選好度の推移のジェンダー差に関する研究——学齢期児童生徒を対象としたパネルデータ分析」『ジェンダー研究——お茶の水女子大学ジェンダー研究所年報』19: 157-74. – reference: 河野銀子, 2018,「文理選択」河野銀子・藤田由美子編『新版 教育社会とジェンダー』学文社, 122-39. – reference: Ridgeway, C. L., 1997, “Interaction and the Conservation of Gender Inequality: Considering Employment,” American Sociological Review, 62: 218-35. – reference: 中澤渉, 2022,「社会調査における自己評価成績——中3時自己評価成績の含意と、その指標の信頼性」『社会学評論』72 (4) : 487-503. – reference: 隠岐さや香, 2018,『文系と理系はなぜ分かれたのか』星海社新書. |
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| SubjectTerms | Academic self-concepts Gender stereotypes Humanities and science self-concepts Junior high school students Multivariate analysis ジェンダー・ステレオタイプ 中学生 多変量解析 学業的自己概念 文理意識 |
| Title | Why Do Junior High School Girls Tend Not to Evaluate Themselves as the “Science Type”?: Gender Differentiation Mechanisms in Humanities and Science Self-Concepts |
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