Stereotypes Of Students Research Articles

Cultivating STEM engagement among African American youth: an exploration of secondary students’ voices

In the United States, individuals who identify as Black are severely underrepresented in science, technology, engineering and mathematics (STEM) disciplines. This underrepresentation begins as early as middle school due to the stereotype of successful STEM students being white and male thus affecting Black students sense of belonging in STEM. The goal for this exploratory qualitative study was to understand the experiences of Black students in their science classes. Our choice of focus groups empowered these students, who have historically been missing from educational policy decisions, by providing them an opportunity to be part of the change they want to see in their schools. The results indicate that participants could see potential relevance in science and math classes but the structure of their current science classes (e.g., neglect and lack of care from teachers) affects their ability to actually experience this relevance. Despite this, many of our participants understood their value and believed that they “deserve more,” which shows that we can improve the experiences for Black students in STEM and increase their representation in these disciplines.

A study of college students' perspectives on marriage immigration: Relationships of multicultural acceptance

AbstractThe objectives of this study were to explore the multicultural acceptance of college students toward new immigrants and its influencing factors, the cognitive discrepancy between college students and new immigrants, and the reasons why college students exhibit prejudice, stereotypes, and social distance toward new immigrants. The questionnaire survey approach was applied for data collection. It was found that the stereotype of college students toward new immigrants was relatively positive. College students recorded a high multicultural acceptance toward new immigrants. However, in addition to the stereotype of college students toward new immigrants, there were significant differences regarding the cognition of college students and new immigrants. The results of this study confirmed the hypothesis that stereotype, prejudice, and social distance have significantly negative influence on multicultural acceptance. The findings of this study revealed that Taiwan is an immigrant society, and there should be greater tolerance and respect for married immigrants, to prevent conflicts between different ethnic groups. A good multicultural education would help Taiwan society accept new immigrants and establish social harmony.

Exploring Teacher and Student Stereotypes in a Gender-Inclusive Secondary Computer Science Program

Exploring Teacher and Student Stereotypes in a Gender-Inclusive Secondary Computer Science Program

The Stereotypes of Pedagogical Students – Barriers to the Implementation of Quality Inclusive Education

The article presents an author‘s research in an area of inclusive education. More specifically, the intergroup stereotypes of student pedagogues, future kindergarten and elementary school teachers, towards children and students with special educational needs were investigated. The scale for intergroup stereotypes (SCM – Stereotype Content Model) was used in the study.The development draws attention to the importance of changing the stereotypes towards inclusive groups of children and students, for the success of inclusive education.

STEM Educators’ Perceptions of Gender Bias and the Contributing Factors that Persist for Women in STEM Education

Gender bias is considered an influencing factor that affects the decisions of female high school students to participate in STEM education. This action research used a convergent mixed method design to investigate perceptions of high school STEM educators pertaining to gender bias in STEM education. This descriptive study also sought to identify and examine the key factors that STEM educators perceived as influential factors for female high school students' participation in STEM education. Three main factors of influence - behavioral, individual, and environmental - were used to categorize the perceived factors of influence from the STEM educators’ perspectives. The perceptions of high school STEM educators regarding gender bias found biological influences, social norms, stereotypes of STEM students, and the underrepresentation of female students to be most significant.

Stereotypes of medical students about different social groups

Stereotypes of medical students about different social groups

A Research of Impact of TikTok on Gender Stereotypes in China

Now, with the development of the Internet, advanced communication technology continuously extends and expands peoples senses. Notwithstanding such a mind-boggling data society, individuals are handily caught in the pseudo climate developed by mass correspondence. The orientation jobs characterized by society are additionally communicated in various ways in the media. The media often portrays men as strong, brave, and capable of decision-making, while women are portrayed as weak, dependent, and gentle. This media promotion not only affects peoples way of thinking but also affects societys perception and evaluation of gender roles. When orientation generalizations are shaped, they are hard to break and can altogether affect individuals mental cycles. Through small-scale interviews, this study aims to investigate TikToks gender stereotypes. The examination subjects were a 17-year-old male and a 17-year-old female secondary school understudy, a 40-year-elderly person and a 40-year-elderly person. The results show that Tiktok has a positive impact on male and female stereotypes of high school students. The two high school students agreed that watching Tiktok helped them eliminate some inherent stereotypes. The two middle-aged people unanimously said that watching Tiktok eliminated some of their inherent stereotypes. The significance of the research is that the images of men and women presented by the media become more realistic and reasonable in terms of social roles, allowing women to truly break free from the stereotypes brought about by this deeply rooted patriarchal discourse.

The Critical Reflections on Chinese Students Stereotypes

This article analyses the critical thinking of previous studies from various perspectives on the stereotypes of Chinese students. It focuses on three aspects: What are the earlier stereotypes of Chinese students from numerous international scholars? What do they regard as the reasons for these stereotypes, and what are their respective attitudes? What are the new in-depth views of scholars on these stereotypes, and what initiatives have been proposed to improve the stereotypes of Chinese students? These questions are answered in the following main body section. Through the analysis and summary of scholars findings, it is found that stereotypes of Chinese students can be mainly related to learning styles and traditional Chinese cultural characteristics. The cause of stereotypes primarily comes from the influence of cultural differences between China and the West and the lack of understanding of Chinese education. The scholars critical views on Chinese students stereotypes are mainly about the internal and external environmental influences on Chinese students and the consequences of stereotypes. Therefore, this paper contributes to future research on improving Chinese students stereotypes in the context of international education.

Mining student coding behaviors in a programming MOOC: there are no actionable learner stereotypes

Education often involves categorizing students into broad groups based on perceived attributes like academic abilities, learning pace, and unique challenges. However, the validity and applicability of these stereotypes require closer examination. This research investigates student grouping factors, exploring both conventional variables like gender and education level, as well as innovative methodologies that utilize students’ problem-solving behaviors. The study critically evaluates the effectiveness of these grouping techniques in capturing and distinguishing students’ diverse learning patterns. Through a comprehensive analysis of ten methodologies used to cluster students in traditional programming courses and programming MOOCs, we aim to reveal how students from different cohorts exhibit varying learning behaviors and outcomes. By examining diverse models of student learning, we assess whether students in distinct groups indeed demonstrate discernible disparities in their educational journeys. Our meticulous data analysis uncovers compelling insights that challenge the notion of predefined student stereotypes and their practical utility within group-based adaptation settings. This research contributes to the discourse on student grouping by highlighting the limitations of traditional categorizations and introducing innovative approaches to understanding student diversity and tailoring educational interventions accordingly. By transcending simplistic generalizations, we strive to foster a nuanced understanding of students’ individual strengths, challenges, and potentials, promoting inclusive and effective educational practices.

‘The Northern chemist’—Truth behind the stereotype in the British scientific elite?

In a prosopographical study of the British scientific elite, defined as Fellows of the Royal Society born since 1900, chemists were found to be distinctive in their social origins and schooling, being more likely than Fellows in other fields to come from relatively disadvantaged class backgrounds and to have attended state rather than private secondary schools. In thinking of possible explanations, we called to mind the student stereotype of ‘the Northern chemist’. Could this give some indications of how it should come about that those chemists who enter the scientific elite—a small minority—tend to differ from other elite members in the ways in question? Our more detailed analyses of the biographies of elite chemists, comparing those of different class origins, point to the following conclusions. The Northern chemist was a male stereotype, and chemists prove to be more predominantly male than other members of the scientific elite. Young people, mainly male, often growing up in industrial areas of the North of England (or in Wales) and in families whose male members were in manual work, were particularly likely to develop an interest in chemistry rather than in other sciences, and it was in chemistry that state education gave them their greatest comparative advantage over those privately educated. Generalising from these analyses, we suggest that a larger pool was created in chemistry than in other scientific fields of people who were of relatively disadvantaged social origins and state educated, and that this difference was then maintained through into the social composition of the small number of chemists who eventually gained elite status.

Experiences of Prejudice, Stereotype, and Discrimination Exposure of Secondary School Students

Although being exposed to prejudice, stereotype and discrimination reduces the self-esteem and quality of life of individuals, the effect of it on secondary school students is not fully understood. This study aimed to reveal the meaning, structure and essence of secondary school students' experiences of being exposed to prejudice, stereotype and discrimination. The present study was conducted with phenomenology, one of the qualitative research designs. Maximum variety and criterion sampling from one of the purposive sampling strategies were used to determine the participants. In this study, research participants consisted of 12 students studying in 7th and 8th grades in two public schools in Ankara, Turkiye. Research data were collected by semi-structured interview method. Within the scope of this study, 24 in-depth interviews were conducted with each participant twice. In data analysis, phenomenological analysis, bracketing, listing key phrases, developing sets of meanings, textural description, structural description, and extracting essences, were used. The findings showed that the students exposed to prejudice, stereotyping and discrimination suffered from self-esteem and self-confidence, their academic motivation decreased, they developed sympathy for the in-group and antipathy to the out-group and they were in search of equality and justice.

Poverty Simulation With Teacher Candidates to Increase Awareness About Poverty

Background: Research suggests that many educators hold inaccurate or incomplete perceptions of poverty leading to stereotyping of students living in poverty. It is important for future teachers to understand more about the complexities of poverty so they can bridge gaps between misconceptions and understanding for their students, families, and school communities. Purpose: This study examined teacher candidates’ preconceived thoughts and changes in perceptions toward poverty based on participation in an experiential learning activity (i.e., a poverty simulation). Methodology/Approach: The participants ( n = 94) were in their final term of a 2-year teacher education program in Ontario, Canada. This mixed-method study used a Community Action Poverty Simulation combined with the quantitative presurvey Undergraduate Perception of Poverty Tracking Survey and qualitative postgroup discussions. Findings/Conclusions: Results indicated that the poverty simulation was an effective tool for disrupting poverty perceptions and myths among teacher candidates and provided insight into further areas to increase understanding. Implications: Based on the findings, poverty simulations are a promising experiential learning process for teacher education programs as a cost-effective, consciousness-raising exercise that can prompt deeper levels of learning for teacher candidates and better prepare them to teach students living in poverty.

How Vietnamese healthcare students think of nurses: Students stereotypes about Nursing at University of Medicine and Pharmacy at Ho Chi Minh City

Vietnam’s health system increasingly recognizes the importance of interprofessional collaboration and education. Understanding stereotypes and interprofessional attitude could foster successful collaboration. This study aimed to assess stereotypes about nursing amongst healthcare students at University of Medicine and Pharmacy at Ho Chi Minh City. We invited nursing, medical, pharmacy and rehabilitation therapy students to complete an online survey before an interprofessional education course in September 2020. Student Stereotypes Rating Questionnaire was used to assess student stereotypes about nursing. Univariate regression was used to analyze the association between stereotypes score and other factors including interprofessional attitude as measured by Readiness for Interprofessional Learning Scale. With 102 students invited, 90 students completed the survey. Students were 20-21 years old, 57% were female, and 9% from minor ethnicity. The total attitude score was 80.2 ± 7.2, which meant favorable interprofessional learning. The total stereotype score was 37.1 ± 4.0, considered as high. Stereotype rated in descending order were: Practical skills (4.4), Interpersonal skills (4.3), Ability to be a team player (4.3), Professional competence (4.2), and Confidence (4.2), Ability to make decisions (3.9), Ability to work independently (3.8) and Leadership skills (3.5). There was an association between stereotype and interprofessional attitude total score (Coefficient 0.25, 95%CI: 0.15; 0.36, p-value < 0.01). Vietnamese students highly regarded nursing profession, yet stereotypes about nursing existed and students viewed nurses as a capable team player, almost a follower. We need to study how interprofessional education courses could improve students’ attitude and stereotypes in future research.

How gender stereotypes of students and significant others are related to motivational and affective outcomes in mathematics at the end of secondary school

We examined associations between the explicit mathematics-related gender stereotypes of students, parents, teachers, and classmates and students’ motivational-affective outcomes in mathematics (self-concept, interest, anxiety) at the end of Grade 9. Based on representative data from the German Trends in Student Achievement 2018 study (N = 30,019), results of latent multilevel mixture models show that boys’ and girls’ explicit beliefs in the stereotype favoring their own gender in-group (i.e., boys’/girls’ belief that boys/girls do better at mathematics) were related to higher levels of self-concept and interest and to lower anxiety. Parents’ gender stereotypes showed an incremental association with all three outcomes for girls but only with mathematics self-concept for boys. Gender stereotypes of teachers were not related to students’ outcomes. However, classmates’ stereotypes favoring girls or boys in mathematics were negatively associated with outcomes of the positively stereotyped group. Thus, a male student in a classroom with classmates who share the traditional stereotype that boys do better at mathematics than girls would hold a lower self-concept and interest and higher anxiety level after controlling for the beneficial individual association of himself having the same belief and his motivational and affective outcomes. Similarly, a girl’s motivational-affective outcomes would be more favorable in the same environment characterized by the shared traditional stereotype of mathematics as a male domain after controlling for the negative individual association. Shared stereotypes in the classroom could thus trigger social comparison processes to which students are more susceptible than to stereotypes of their teachers.

Stereotyping, Prejudice, Collective Self-Esteem And Academic Achievement of Distance Education and Regular Students

Stereotyping, Prejudice, Collective Self-Esteem And Academic Achievement of Distance Education and Regular Students

How to Attract Women in STEM and Help Them Become Successful: The Review of Practices of Overcoming Gender Stereotypes

Gender imbalance among students in STEM (Science, Technology, Engineering and Mathematics) is a worldwide problem leading to negative social and economic consequences. Despite the widespread “myth of gender equality” in Russia, this problem is also relevant for our country. The share of male students in most STEM fields in Russian universities significantly exceeds the share of female students, especially in engineering and technical fields. The article is aimed at analyzing the existing experience of combating gender stereotypes in STEM educational programs. It provides an overview of seven types of practices: 1) informing girls about gender stereotypes and their negative consequences; 2) practices aimed at developing “growth mindset”; 3) influence through “role models” and the formation of friendship networks based on interest in STEM; 4) class composition management; 5) organization of active learning; 6) emphasis on the public benefit of career in STEM; 7) creating a positive climate through working with stereotypes of male teachers and students. The article also discusses the applicability of these practices in the Russian educational context.

Exploring linguistic stereotyping of international students at a Canadian university

ABSTRACT Although international students often report satisfaction with their studies and view Canada as being tolerant and multicultural, increasing anti-Asian sentiment triggered by the global pandemic has highlighted the importance of exploring whether international students, especially from South and East Asia, experience discrimination. This study examines how university students perceive the speech characteristics (accentedness, comprehensibility), status attributes (e.g. competent, intelligent), and solidarity traits (e.g. pleasant, attractive) of international students from Europe, China, and South Asia along with their interest in participating in academic activities with international students. Eighty university students in Canada evaluated short speech samples from six fellow students from Mandarin Chinese, European (Romanian, German), and South Asian (Urdu) backgrounds, with the voices presented with an image matching or mismatching the speaker’s ethnic features. Results showed that the Chinese and South Asian students were rated as more accented and less comprehensible than the European students. They were also viewed less favorably in status and solidarity and received lower academic engagement ratings. Students whose speech was easier to understand received higher status, solidarity, and academic engagement ratings. The findings are discussed in relation to various ways in which universities can reduce prejudicial and discriminatory behaviors toward international students.

How Relevant Is Cultural Dimensions Theory? An Empirical Study of Sri Lankan Undergraduate Business and Management Students

Research undertaken has reported profound differences in the studying practices of students across the globe. This research has ascribed difference to cultural dimension theory and the idea that there are clear differences in the way that certain societies approach teaching and learning. Cultural dimension theory has contributed to the bifurcation of learning into convenient classifications. ‘Asian’ practices have been described as excessively teacher-centred and preoccupied with knowledge transmission, whereas teaching and learning in western societies is portrayed as being more student-centred and knowledge creation. The purpose of this article is to test these generalizations through empirical research with reference to Sri Lankan students enrolled onto a blended degree in Business and Management. The principal research question for this research is as follows: In what ways do national culture influence study behaviours of Sri Lankan management students? The findings suggest that instead of accepting stereotypes of students, we should search for a deeper understanding of how, as individuals, contemporary students learn.

Stereotip dan Penolakan Indekos Mahasiswa Asal Papua di Salatiga

Education has the potential to increase human resources. In this case, students from Papua are attempting to improve their quality of life by furthering their education in the Java city of Salatiga. However, efforts to continue education were hampered by social discrimination, particularly in selecting a house in Salatiga. This paper aims to identify Papuan student stereotypes that lead to the boarding house. This study uses qualitative methods with a phenomenological approach, with primary data gathered through interviews and observations of Papuan and West Papuan students, and secondary data collected through library research. The findings revealed four stereotypes that contributed to Papuan students' rejection in Salatiga. Both Papuan students and Salatiga people contribute to these stereotypes through a lack of recognition, communication, language, and cultural adaptation. Prejudice, as well as structural and cultural violence, result from this. As a result, stakeholders must actively participate in conflict resolution efforts through peacebuilding and peacemaking.

Elementary-Age Gifted Males’ Self-Perceptions of Giftedness and School Practices

Utilizing Marsh’s frame of reference theory, this article seeks understanding about boys’ perceptions of giftedness and how academic and social self-perceptions are influenced by gender and ability practices. The literature proposes that gender and ability perspectives influence how boys construct their self-perceptions and how teachers develop stereotypes of male students who are identified as gifted and talented. The findings reveal that the conceptualizations of giftedness contribute to gifted boys developing healthy self-perceptions and influence the complexities of instructional design for gifted learners. The findings also suggest that schools should encourage spaces for students’ voices to be heard through inclusive curriculum design.