The Research on Gender-role Stereotypes and Gender-role Rearing Attitudes of the Parents of Gifted Female Students

• Main Authors: Chi chu Liao, 廖啟助
• Other Authors: Dem mo Tsai
• Format: Others
• Language: zh-TW
• Published: 2008
• Online Access: http://ndltd.ncl.edu.tw/handle/54917962972987255734

碩士 === 國立高雄師範大學 === 特殊教育學系 === 96 === The Research on Gender-role Stereotypes and Gender-role Rearing Attitudes of the Parents of Gifted Female Students Abstract This research aimed to understand the situation and relations of gender-role stereotypes and gender-role rearing attitudes of the parents of gifted female students in the elementary and junior high schools, and to explore the differentiation situations and forecasts of varied the background items between gender-role stereotypes and gender-role rearing attitudes. The study further tested the difference between the parents of the gifted students and that of the ordinary students with regard to the gender-role stereotypes and gender-role rearing attitudes. The instruments used were Parents Gender-role Stereotypes Scale and Gender-role Rearing Attitudes Scale (Yi-Wen Chang, 2000). The sample selected were 532 parents (male 255, female 277) who have daughters studying in gifted- resource classes in the elementary and junior high schools in Kaohsiung city, Taiwan, in the academic year of 2007. As the antithesis, 510 parents (male 253, female 257) of the female students in the ordinary classes of the same schools were selected through random cluster sampling. Data were analyzed to test the significance of the five hypotheses by t-test, one-way ANOVA, Pearson's relation and multiple regressions. Research results obtained were as follows: 1. The parents of gifted female students still retain gender-role stereotypes; the stereotypes situation with gender-role structure is, in decreasing order, as below: appearance image, play activity interest, social behavior, personality characteristics, ability performance, role tendencies and vocation. Besides, household affairs are not as stereotyped as before. 2. The parents of gifted female students have less gender-role rearing attitudes. 3. As far as gender is concerned, fathers are more stereotyped than mothers in the viewpoint of gender-role stereotypes. Parents with lower education level are more stereotyped than those with higher level. Similarly, parents of the elementary students are more stereotyped than those of the junior high school students. Moreover, employment and types of profession also exert influence on their viewpoint of gender-role. 4. Regarding to the gender-role rearing attitudes, among the varied background items, significant difference is found in gender only: father is more traditional than mother. 5. The gender-role stereotypes and gender-role rearing attitudes of the parents of gifted female students are positive significantly related; the role tendencies and gender-role rearing attitudes are most related. 6. The gender-role stereotypes of the parents of gifted female students bear forecasting effect in the gender-role rearing attitudes. Among the variables the role tendencies is the most powerful in forecasting. 7. The parents of the female students in the ordinary classes are more traditional than those in the gifted classes in terms of the gender-role rearing attitudes, and they are more stereotyped at gender-role. There is a significant difference at personality characteristics, household affairs and role tendencies. Keyword: the parents of gifted female students; gender-role stereotypes;gender-role rearing attitudes