Zusammenfassung
Stereotype sind in vielen Bereichen des alltäglichen Lebens von Kindern und Jugendlichen omnipräsent, wobei auch die Schule keine Ausnahme bildet. So gilt Mathematik immer noch als klassisches Jungenfach, während die Mädchen besser lesen und insgesamt besser abschneiden. Inwiefern Stereotype jedoch nicht nur die Fachpräferenz, sondern auch das Leistungspotenzial der Schüler*innen beeinflussen, wurde erst in den letzten 25 Jahren in der Stereotyp-Forschung thematisiert. Im folgenden Kapitel wird daher gezielt dargestellt, welche Effekte Geschlechtsstereotype über Fähigkeiten auf die Leistung von Mädchen und Jungen in der Schule haben können. Die Basis dazu bildet der Stereotype-Threat-Ansatz (Steele und Aronson 1995), dessen Wurzeln und Entwicklungslinien mit Fokus auf die stereotype Bedrohung Lernender in verschiedenen Domänen, nachfolgend aufgezeigt werden.
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Hermann, J.M. (2020). Warum Mädchen schlechter rechnen und Jungen schlechter lesen – Wenn Geschlechtsstereotype zur Bedrohung für das eigene Leistungsvermögen in der Schule werden. In: Glock, S., Kleen, H. (eds) Stereotype in der Schule. Springer VS, Wiesbaden. https://doi.org/10.1007/978-3-658-27275-3_2
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