Is Reading a Feminine Domain? The Role of Gender Identity and Stereotypes in Reading Motivation in Chile
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| Title: | Is Reading a Feminine Domain? The Role of Gender Identity and Stereotypes in Reading Motivation in Chile |
|---|---|
| Language: | English |
| Authors: | Espinoza, Ana María (ORCID |
| Source: | Social Psychology of Education: An International Journal. Sep 2020 23(4):861-890. |
| Availability: | Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/ |
| Peer Reviewed: | Y |
| Page Count: | 30 |
| Publication Date: | 2020 |
| Document Type: | Journal Articles Reports - Research Tests/Questionnaires |
| Education Level: | Secondary Education |
| Descriptors: | Reading Motivation, Self Concept, Gender Differences, Gender Bias, Foreign Countries, Reading Achievement, Student Motivation, Secondary School Students, Measures (Individuals), Sexual Identity, Student Attitudes, Femininity, Correlation, Reading Attitudes, Literacy Education |
| Geographic Terms: | Chile |
| DOI: | 10.1007/s11218-020-09571-1 |
| ISSN: | 1381-2890 |
| Abstract: | In Chile, as in other countries, there are large gender gaps in reading achievement. One factor that may explain some of these results is male and female students' motivation towards reading and books. The present study examined gender-related factors that contribute to explain students' reading motivation. One hundred and fifteen Chilean secondary students completed measures of reading motivation, gender identity and reading gender stereotypes. A multivariate analysis of variance showed that after controlling for language arts achievement, female students exhibited higher levels of reading motivation, in both dimensions: self-concept and value. Paired samples t-tests showed that all participants, male and female, viewed reading as a more feminine endeavor, revealing reading gender stereotypes. A multiple regression analysis showed that reading gender stereotypes explained significant variance in students' reading self-concept. Expressive identity traits (stereotypically feminine) as well as self-reported sexism both explained significant variance in the value that students associated with reading. The study offers empirical evidence about a relevant but understudied topic, especially in this region. These findings may contribute to the promotion of equal literacy development opportunities for students of both sexes in Latin America. |
| Abstractor: | As Provided |
| Entry Date: | 2020 |
| Accession Number: | EJ1267962 |
| Database: | ERIC |
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| Abstract: | In Chile, as in other countries, there are large gender gaps in reading achievement. One factor that may explain some of these results is male and female students' motivation towards reading and books. The present study examined gender-related factors that contribute to explain students' reading motivation. One hundred and fifteen Chilean secondary students completed measures of reading motivation, gender identity and reading gender stereotypes. A multivariate analysis of variance showed that after controlling for language arts achievement, female students exhibited higher levels of reading motivation, in both dimensions: self-concept and value. Paired samples t-tests showed that all participants, male and female, viewed reading as a more feminine endeavor, revealing reading gender stereotypes. A multiple regression analysis showed that reading gender stereotypes explained significant variance in students' reading self-concept. Expressive identity traits (stereotypically feminine) as well as self-reported sexism both explained significant variance in the value that students associated with reading. The study offers empirical evidence about a relevant but understudied topic, especially in this region. These findings may contribute to the promotion of equal literacy development opportunities for students of both sexes in Latin America. |
|---|---|
| ISSN: | 1381-2890 |
| DOI: | 10.1007/s11218-020-09571-1 |
