Is reading a feminine domain? The role of gender identity and stereotypes in reading motivation in Chile
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Is reading a feminine domain? The role of gender identity and stereotypes in reading motivation in Chile Ana María Espinoza1 · Katherine Strasser1 Received: 27 August 2019 / Accepted: 5 June 2020 © The Author(s) 2020
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. Keywords Gender identity · Stereotypes · Reading motivation · Self-concept
1 Introduction and literature overview One central aim of educational policies worldwide is to achieve learning in all students, regardless of their social group (Organization for Economic Co-operation and Development [OECD] 2016). In Chile, this concern is particularly relevant given the wide gaps in academic achievement of different groups of students both in national * Ana María Espinoza [email protected] 1
School of Psychology, Pontificia Universidad Católica de Chile, Avda. Vicuña Mackenna 4860, Macul, Santiago, Chile
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and international tests (Educational Quality Agency 2018, 2019a, b; Mullis et al. 2016). Assessments in Chile and elsewhere in the world reveal that socioeconomic status (SES) and sex1 are the variables that best explain the lack of equity in learning (OECD 2016). Results show that students from higher socioeconomic levels obtain better results than those with poorer socioeconomic conditions; males outperform females in mathematics and sciences; and females, on the other hand, achieve higher scores in reading than males (OECD 2016). Notwithstanding the above, in recent years the gender gap in mathematics has been narrowing in several countries (including the United States and Chile) (Educational Quality Agency 2019b; Hyde et al. 2008). However, in reading comprehension the gaps have remained stable and, in th
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