caa a22 4500 606239316 CHVBK 20210128101302.0 cr unu---uuuuu 210128e20150901xx s 000 0 eng 10.1007/s11218-015-9303-0 doi (NATIONALLICENCE)springer-10.1007/s11218-015-9303-0 Do teachers equate male and masculine with lower academic engagement? How students' gender enactment triggers gender stereotypes at school [Elektronische Daten] [Anke Heyder, Ursula Kessels] Girls presently outperform boys in overall academic success. Corresponding gender stereotypes portray male students as lazy and troublesome and female students as diligent and compliant. The present study investigated whether these stereotypes impact teachers' perceptions of students and whether students' visible enactment of their gender at school (behaving in a very masculine or feminine way) increases the impact of these stereotypes on teachers' perceptions of students. We hypothesized that teachers would ascribe more behavior that impedes learning and less behavior that fosters learning to male students who enact masculinity as compared with male students who show gender-neutral behavior and female students. Three pilot studies (N=104; N=82; N=86) yielded pretested material for a randomized vignette study of N=104 teachers. The teachers read one randomly assigned vignette describing a male (or female) student enacting his (or her) gender (or not) and rated how likely this student would be to display behaviors that impede or foster learning in a 2 (between: target students' gender)×2 (between: gender enactment [yes/no])×2 (between: teachers' gender)×2 (within: ascribed behavior) factorial design. As expected, male students enacting masculinity were rated as showing the lowest amount of academic engagement. Results are discussed with regard to the current debate on the causes of boys' lower academic success. Springer Science+Business Media Dordrecht, 2015 Gender stereotypes nationallicence Masculinity nationallicence Gender differences in academic achievement nationallicence Teachers' expectations nationallicence Academic engagement nationallicence Heyder Anke Department of Education and Psychology, Freie Universität Berlin, Habelschwerdter Allee 45, 14195, Berlin, Germany aut Kessels Ursula Department of Education and Psychology, Freie Universität Berlin, Habelschwerdter Allee 45, 14195, Berlin, Germany aut Social Psychology of Education Springer Netherlands 18/3(2015-09-01), 467-485 1381-2890 18:3<467 2015 18 11218 https://doi.org/10.1007/s11218-015-9303-0 text/html Onlinezugriff via DOI BK010053 XK010053 XK010000 Metadata rights reserved Springer special CC-BY-NC licence nationallicence 1 research-article jats NATIONALLICENCE NATIONALLICENCE NL-springer NATIONALLICENCE 856 40 https://doi.org/10.1007/s11218-015-9303-0 text/html Onlinezugriff via DOI NATIONALLICENCE 700 1- Heyder Anke Department of Education and Psychology, Freie Universität Berlin, Habelschwerdter Allee 45, 14195, Berlin, Germany aut NATIONALLICENCE 700 1- Kessels Ursula Department of Education and Psychology, Freie Universität Berlin, Habelschwerdter Allee 45, 14195, Berlin, Germany aut NATIONALLICENCE 773 0- Social Psychology of Education Springer Netherlands 18/3(2015-09-01), 467-485 1381-2890 18:3<467 2015 18 11218