数学性别刻板印象对女生专业选择的影响：成因、机制与干预

The Impact of Gender Stereotypes in Mathematics on Female Students’ Major Choices: Causes, Mechanisms, and Interventions

摘要: 论文旨在探讨“男性更擅长数学”这一性别刻板印象对女生专业选择的影响机制及干预策略。研究表明，该刻板印象并非源于先天能力差异，而是由社会文化观念、性别角色期待以及家庭与学校教育等多重因素共同建构而成。在新高考政策背景下，刻板印象通过内化认知降低女生的数学自我效能感、削弱其STEM领域归属感，并引发刻板印象威胁导致的焦虑情绪，进而影响其选科与专业方向，最终加剧STEM领域的性别隔离。为解决此问题，文章提出家庭、学校与社会三方协同的干预路径，包括引导家庭教养方式、优化课堂教学实践、营造包容性文化环境等具体策略，以促进学生基于个人兴趣与能力而非性别刻板印象做出理性选择。

Abstract: This paper examines the impact of the gender stereotype that “males are better at mathematics” on female students’ major choices and proposes corresponding intervention strategies. Research indicates that this stereotype is not rooted in innate ability differences but is socially constructed through cultural norms, gender-role expectations, and influences from family and school education. Within the context of China’s New Gaokao policy, this stereotype undermines girls’ mathematical self-efficacy and sense of belonging in STEM fields, while also inducing anxiety through stereotype threat. These factors subsequently influence their subject selection and career directions, ultimately exacerbating gender apartheid in STEM. To address this issue, this paper proposes a tripartite collaborative intervention framework involving family, school, and society. Specific strategies include guiding parenting approaches, optimizing classroom teaching practices, and fostering an inclusive cultural environment, all aimed at empowering students to make choices based on personal interest and ability rather than gender stereotypes.