代写范文

留学资讯

写作技巧

论文代写专题

服务承诺

资金托管
原创保证
实力保障
24小时客服
使命必达

51Due提供Essay,Paper,Report,Assignment等学科作业的代写与辅导,同时涵盖Personal Statement,转学申请等留学文书代写。

51Due将让你达成学业目标
51Due将让你达成学业目标
51Due将让你达成学业目标
51Due将让你达成学业目标

私人订制你的未来职场 世界名企,高端行业岗位等 在新的起点上实现更高水平的发展

积累工作经验
多元化文化交流
专业实操技能
建立人际资源圈

Hot Topic: Gender Stereotypes

2020-07-21 来源: 51Due教员组 类别: Essay范文

网课代修,网课代写,作业代写,北美代写,代写

下面为大家整理一篇优秀的essay代写范文 -- Hot Topic: Gender Stereotypes,文章讲述长期以来,性别刻板印象一直是一个热门话题,并且对该主题的许多研究已经多样化。作为一名在美国接受教育的中国学生,我意识到中国的性别陈规定型观念的严重性,而在美国,我感到无论男女,都鼓励学生参加所有课程。如今,尽管女性在中国的地位有了显着提高,但在科学和技术等某些领域,有时仍认为女学生的表现比男学生差。此外,妇女在中国仍然受到不公平的待遇,获得同等工作的报酬较低,而且目前在中国工作的机会很少。

 

Hot Topic: Gender Stereotypes

Ⅰ. Introduction

For a long time, gender stereotype has been a heated topic and many researches on this topic have been diversified. As a Chinese student being educated in US, I realize the seriousness of gender stereotype issue in China, while in US I feel that both female students and male students are encouraged to take part in all courses. Today, though women’s position in China has been remarkably improved, female students sometimes are still thought to be poorer performers than male students in some fields such as science and technology. Also, women are still treated unfairly and receive lower pay for the equal work, as well as have far few opportunities of work at present in China. What is worse, many women are forced to stay home to do housework after their marriages according to Chinese old prejudice that women should stay home for family rather than go out of home. However, with the social development in China, it is proved that gender stereotype is not adaptable to Chinese development any loner, as women play a largely important role in the process of Chinese modernization. Therefore, gender stereotype is limited and brings forth numerous adverse effects, and schools and educators in China should share some responsibilities in cubing its impacts.

 Without doubt, gender stereotype is an issue close to everyone to a large extent. It not only imperils the equality between women and men in China, but also results in the loss of female talent wealth, which conflicts with the today’s theme of the equality between women and men. Gender stereotype, as a historical and traditional problem, largely restricts Chinese modern development and is not beneficial the pursuit of happiness. However, schools and educators in China are endowed with the power to drive our society to attach high attention to gender stereotype but they seem to neglect this issue. Now it is time for them to realize it and take some actions, as rejuvenation of a country needs all people’s efforts. Thus, schools and educators, as the important members of our society, should take responsibility to explore talents as much as possible and make contribution to our country.

Ⅱ. Gender Stereotype in China

Gender stereotype, to some extent, does affect Chinese students’ choices of courses. Kate Allen and her partner, who study gender stereotype in China, analyzed the textbooks from Grade1 to Grade 6 in China in terms of female’s and male’s characters and found “Analysis of textbook illustrations, identification of figures' activities, and classification of adults' occupations indicated that the illustrations stereotyped gender roles in a manner reflecting actual contemporary social norms rather than idealized norms of society” (1998). For example, they found that females were always designed as teachers or nurses, while men as doctors or engineers. They linked them with the emergence of gender identity among Chinese students. It shows that Chinese students have clearly known the difference between men and women since they are young. Such early-born gender identity affects their future choices and limits their potentials, such as compared with male students, female students are always encouraged to choose arts course and thus have less chance to take part in science competitions, and to be teachers when they grow up. On China’s campuses, it is easy to find that more females tend to choose courses related to art and language, while more males prone to mathematics, engineer and technology. This phenomenon has also been confirmed by Philip Adey and his teammates, who did research on gender stereotype and affective attitudes towards science in Chinese secondary school students. According to their research, in China, given by gender stereotype, girls are more prone to humanities, while boys more prone to science. Even when Chinese female students graduate from school and face career choices, they are sometimes afraid of choosing positions which, in others’ eyes, are supposed to be male’s. Therefore, gender stereotype in China has already seriously influenced female’s performance in many aspects.

Ⅲ. Why Gender Stereotype Is Limited and Its Adverse Effects

Actually, all stereotypes have limits, let alone gender stereotype. As Buswell Carol, who study stereotype, says, stereotypes are limited and “constantly being reinforced by personal experiences, family discussions, and Hollywood productions as well”. In the past, men did perform better than women in many aspects. This concept has gone through hundreds of years and deeply taken roots in people’s view. It has been repeatedly strengthened in the past long run. However, at this age when education is the same accessible to females as to males, gender stereotype is not available any more. First, with substantial learning resources, female’s intelligence has been further explored than ever before. Therefore, the gap between female’s and male’s intelligences has been remarkably narrowed. Second, it cannot be denied that today there is a considerable number of females who are far smarter than males. We can never neglect these talents. Third, although some females are not that smart as males, they are more diligent and persistent which are enough to offset their disadvantages. Thus, they have the same chance to be excellent. There is also research proving the unjustification of gender stereotype. Cherlyn Skromme, researcher who pays attention to issues related to women, made a survey among 233 people in 16 organization of China. Finally he found that “women and men were equally likely to value achievement, contributing to the family, and collectivism as career goals and to use loyalty to superiors, and networking as career tactics. Women were more likely than men to try to learn more and to want to get more education as career tactics” (2007). Therefore, different from the gender stereotype, women are not less ambitious or intelligent than men. We cannot judge all women on the basis of gender stereotype. According to the reasons above, it is clear that gender stereotype is quite limited.  

Furthermore, if gender stereotype still heavily exists in China, it will cause many issues. For example, many Chinese female students may not have the courage to challenge some difficult jobs. Even they have taken the challenge, they may bear more pressure. Relevant tests have been undertaken by some researchers. Catherine, who study influence of gender stereotype on women, made an experiment mainly focusing on the threat of gender stereotype on women in upper level of college mathematics. It found that in their experimental group, women who were not affected by gender stereotype remarkably outperformed the men in the course. In a control group, men and women were given test under normal instruction and they had the same performance. She points out that “negative stereotypes can undermine women's performance on mathematics tests” and “even among the most highly qualified and persistent women in college mathematics, stereotype threat suppresses test performance” (2008). Another two researchers, Simon and his teammates also aimed to test the threat of gender stereotype. They put forward a hypothesis that women exposed to fewer women in a science program are more likely to be influenced by the gender stereotype and have worse autonomous academic motivation. Through a research of 167 women who participate in science program, their hypothesis was confirmed. It again proved that gender stereotype will imperil women’s performance. The two researches above indicate that gender stereotype will result in pressure on women of many fields and affect their performances. Another example is the test taken by Debra L, who studied effect of gender stereotype on influencing women’s reported preferred occupation. 120 women were tested in his research. They “were assigned to either a gender-stereotype activation or filler task and then completed measures of liking for, and perceived ability to succeed in, traditionally masculine and feminine occupations” (2008). Results show that strongly gender-identified women more prefer feminine occupations in the stereotype-activation condition. In other words, women may give up their beloved occupations due to the pressure given by gender stereotype and thus some of female talents in China may vanish. Therefore, the adverse impacts of gender stereotype on women are numerous and should not be underestimated. It will further results in the loss of many female talents. As Mark D, an educator who advocates to reconsider the role of gender stereotype, says, “stereotypes are a certain and meaningful contributor to the limited presence of women in high-level positions. Renewed consideration of the role of stereotypes in organizational decision making is required” (2004). The negative effect of gender stereotype on women has been underestimated before and now it is time for us to reconsider its role. Efforts are needed to be made to curb the passive impact of gender stereotype.

 

Ⅳ. Role of Schools and Educators in China

As far as I am concerned, schools and educators in China should bear some responsibilities in changing the situation. Some people may say that gender stereotype is a long-lasting cultural artifact and it has nothing to do with school. It should be admitted that school cannot prevent the emergence of gender stereotype. However, it can relieve its negative impacts.

Schools are supposed be a place where both female and male students are equal and their potentials are fully explored. However, there are always some exceptional cases. Phoebe who studies the gender stereotype phenomenon at school, reveals that many physical educators have gender stereotype and treat female and male students differently, while they are not aware of it themselves. They call and interact with their male students more than their female students. “Research on gender in classroom settings indicates that males are called on more frequently and given more time to answer questions. Furthermore, they are given more specific feedback about their efforts and work. While males are punished more often for their egregious behavior, females are praised for being neat and quiet”(2008). Educators, unconsciously, turn out to be promoters of gender stereotype. Therefore, in some sense, schools and educators should be blamed for their negligence and they need to advocate the equalities between women and men.

Actions should be taken to reverse the situation. In terms of educators, they should be aware of and avoid the influence of gender stereotype and contrive to treat male students and female students equally. Moreover, as Petronella A and his partner, researchers who study the role of educators in curbing gender stereotype, point out, “educators can help children develop a positive sense of their own gender. By equipping young children with positive messages of empowerment regardless of gender, in addition to the critical thinking skills to identify stereotypes, teachers and families can impart in children self-concept resiliency, even when faced with negative stereotypes. Those children will then be less likely to perpetuate the stereotypes and can help end the cycle of prejudice.” (2011) Therefore, teachers should actively play their roles as instructors. Besides, when it comes to a job-hunting season, through speech or relevant courses, universities in China can encourage female students to take some important and challenging positions rather than doubt themselves. Compared with doing nothing, there are still many actions that schools and educators can take to be a supporter of female students. This has profound social meanings that it increases the chance of the birth of some Chinese female talents.

 

Ⅴ. Conclusion

    Gender stereotype has been outdated while still exists. It brings forth considerable negative effects, such as increasing females’ pressure and affecting their choices. Gender stereotype deserves all people’s attention, especially schools and educators. Both schools and educators must realize the existence of this issue and take some actions to relieve it. Through my writing process, I realize the seriousness of this issue in China. I deeply believe that this issue is meaningful to both Chinese students and schools. It is not apparent but needs exploration. Seemingly, it has nothing to do with Chinese schools. However, through many measures, schools and educators can encourage their female students and curb the negative effects of gender stereotype. Therefore, I sincerely hope that through my paper educators and schools can pay some attention to this issue and give more encouragement to female students in China. I also believe that once we attach attention to this issue, it can make our students more excellent and confident.

 

 

 

 

 

 

 

 

 

 

 

 

 

Bibliography

 

Aina Olaiya E. and Cameron, Petronella A. “Why Does Gender Matter? Counteracting Stereotypes with Young Children.” Dimensions of Early Childhood. 2011:20-11.Print.

 

Allen Kate, Ingulsrud John E. “What Do You Want to Be When You Grow Up? An Analysis of Primary-School Textbooks in the People's Republic of China.” Journal of Multilingual and Multicultural Development. 1998:171-81.Print.

 

Agars, Mark D. “Reconsidering the Impact of Gender Stereotypes on the Advancement of Women in Organizations.” Psychology of Women Quarterly. 2004:111-103.Print.

 

Buswell, Carol. “Confronting Stereotypes.” Social Education. 2011:313-310.Print.

 

Constantinou, Phoebe. “Heightening Our Awareness of Gender Stereotypes.” Strategies: A Journal for Physical and Sport Educators. 2008:34-28.Print.

 

Delisle Marie-Noelle, Guay Frederic, Senecal Caroline, Larose Simon. “Predicting Stereotype Endorsement and Academic Motivation in Women in Science Programs: A Longitudinal Model.” Learning and Individual Differences.2009:475-468.Print.

 

Good Catherine; Aronson Joshua and Harder Jayne Ann. “Problems in the Pipeline: Stereotype Threat and Women's Achievement in High-Level Math Courses.”Journal of Applied Developmental Psychology. 2008:28-17.Print.

 

Granrose, Cherlyn Skromme. “Gender Differences in Career Perceptions in the People's Republic of China.”Career Development International.2007:27-9.Print.

 

Liu Mingxin, Hu Weiping, Jiannong Shi, Adey Philip. “Gender Stereotyping and Affective Attitudes towards Science in Chinese Secondary School Students.” International Journal of Science Education. 2010:395-379.Print.

 

Oswald, Debra L. “Gender Stereotypes and Women's Reports of Liking and Ability in Traditionally Masculine and Feminine Occupations.”Psychology of Women Quarterly. 2008:203-196.Print.

 

51due留学教育原创版权郑重声明:原创优秀代写范文源自编辑创作,未经官方许可,网站谢绝转载。对于侵权行为,未经同意的情况下,51Due有权追究法律责任。主要业务有essay代写、assignment代写、paper代写、作业代写服务。

51due为留学生提供最好的作业代写服务,亲们可以进入主页了解和获取更多代写范文提供作业代写服务,详情可以咨询我们的客服QQ:800020041。

上一篇: The Stanford Prison - StudyQu 下一篇:Should information be transpar