The Routledge International Handbook of Gender Beliefs, Stereotype Threat, and Teacher Expectations

This handbook presents, for the first time, the work of leading researchers exploring the synergies and interrelationships between these fields, and provides a catalytic platform for advancing theory, practice, policy and research from an integrated perspective.

The Routledge International Handbook of Gender Beliefs, Stereotype Threat, and Teacher Expectations presents, for the first time, the work of leading researchers exploring the synergies and interrelationships between these fields, and provides a catalytic platform for advancing theory, practice, policy and research from an integrated perspective.

An understanding of how gender beliefs, stereotype threat, and teacher expectations interrelate is vital to creating safe, equitable, and encouraging learning spaces. The collection summarises how gender beliefs, stereotype threat, and teacher expectations act in association to influence gendered student achievement, engagement, and self-beliefs, and suggests ways toward rectifying their negative effects. The chapters are organised into four sections:

• Gender Beliefs, Identity, Stereotypes, and Student Futures

• Stereotype Threat

• Teacher Expectations

• Synergies and Solutions

  By examining synergies and solutions shared between the three fields, this book creates more meaningful, consistent, and permanent approaches to achieving gender identity safety, gendered scholastic equity, well-being, and positive futures for students.

This comprehensive publication brings together cutting-edge research at the intersection of gender beliefs, stereotype threat, and teacher expectations. It is an essential reference for researchers and postgraduate students in education and gender studies as well as educational, social, and developmental psychology.

Autorentext

Penelope W. St J. Watson is a Senior Lecturer at the University of Auckland's Faculty of Education and Social Work. Her research interests are gender stereotypes and identity, gendered self-beliefs and expectations, and gender stereotype threat. She centres her interest in gender within the social psychology of the classroom.

Christine M. Rubie-Davies is a Professor at The University of Auckland. Her research interests are teacher expectations and beliefs that moderate expectancy effects, notably for disadvantaged groups. Widely published, she is an elected Fellow of three organisations. In 2023, she was made a Member of the New Zealand Order of Merit.

Bernhard Ertl is full Professor at the Universität der Bundeswehr München. His research interests focus on factors that influence career decisions, persistence, and performance. His research roots are embedded in how learning with media research can implement support for studentsand informing about gender stereotypes in the context of media.

Inhalt

Section 1: Gender Beliefs, Identity, Stereotypes, and Student Futures

1. Gender beliefs, stereotypes and gender identity development'
2. 'Gender Diversity and Schooling: Embracing gender expansive education?'
3. How is gender related to student motivation, and future career pathways? Theoretical and empirical perspectives
4. Gender stereotypes, gender identity and girls' and boys' academic engagement 5. Gender and musical choices for boys at school
5. Gender stereotypes, student self-concept, and future STEM career pathways Implications for teachers and early STEM-related learning experiences

6. Creating a Sense of Belonging in STEM environments despite social and academic concerns: The role of interests

   Section 2: Stereotype Threat

7. Stereotype Threat as an Identity Threat: Overview and Current Trends in Research
8. Stereotype threat research in real-world gendered contexts: Looking to the future
9. The role of situational cues in stereotype threat for women in STEM fields
10. Gender-related threats in the motor domain
11. Stereotype threat and identity threat in boys and men
12. Stereotype threat, ethnicity, and gender: An American perspective

13. Mori students' career aspirations: The amelioration of threatening stereotypes through cultural pride and connectedness New Zealand-

    Section 3: Teacher Expectations

14. High expectations: Implications for student beliefs
15. Teachers' gender-stereotypical beliefs and expectations for student's reading achievement and motivation
16. Teacher expectations and mathematics-related career aspirations
17. Teacher expectations and mathematics-related career aspirations
18. Gender-specific STEM-education: How teachers' gendered STEM-attitudes affect student beliefs and performance
19. Teacher expectations and gender at tertiary level

20. Teachers´ attitudes and stereotypical beliefs and expectations: effects of student socio-demographic characteristics and their intersectionality

    Section 4: Synergies and Solutions

21. Stereotype threat, teacher expectations, and dual identity
22. Identity safe classrooms
23. Fostering inclusivity in higher education through identity safety cues: A practical guide
24. Promoting cognitive and affective dispositions through collaborative learning
25. Collaborative learning in physical education: Creating a gender-equitable space