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Rozwój poznawczo-społeczny dziecka w świetle oczekiwań interpersonalnych rodziców i nauczycieli

Sławomir Trusz

Developmental Psychology, Volume 16, Issue 2, 2011, pp. 21-32

https://doi.org/10.4467/20843879PR.11.009.0182

The quality of the cognitive and social development of a child, and, in consequence, their education process, are determined in a significant way by inaccurate expectations, i.e. too low or too high expectations on the part of the parents and/or teachers. This phenomenon is especially observable among children whose alleged handicap in the domain of cognitive and/or social functioning, propelled by the expected cognitive, emotional and behavioral limitations, could, by means of the self-fulfilling prophecy mechanism, transform into a real handicap. Analyzing the relation between false expectations and children’s performance, researchers have proven that even a small-sized effect, in the order of r = 2, usually observed in research on the expectation phenomenon, results in an increase or decrease in the dynamics of cognitive and social development among 10% different-expectancy children. In the article there are discussed the results of classic and contemporary research on the impact of different expectancies on children’s developmental achievement and mechanisms which serve to explain the above mentioned relations.

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Kulturowa transmisja stereotypu płci . Co sprawia, że mężczyźni studiują na kierunkach ścisłych lub technicznych, a kobiety na kierunkach humanistycznych lub społecznych?

Sławomir Trusz

Labor et Educatio, 3 (2015), 2015, pp. 265-301

The article presents the model of „cultural transmission of gender stereotype” by which the huge disparity of women toward men studying humanities and social sciences as well as men toward women studying technology and sciences could be explained. The model was tested using the data collected from 1373 students (681 women) of the first year of technology or science (n = 637) and humanities or social sciences (n = 700). Selection of a field of studies was explained by using the logit function to combine dependent variable with the following predictors: (1) the impact of parents; (2) the impact of teachers; (3) an egalitarian vs. sexist attitude of respondents; (4) parents’ expectations; (5) teachers’ expectations; (6) students’ expectations about themselves; (7) amount of time dedicated to learning math; (8) amount of time dedicated to learning native language; (9) results of the high school final exam in math (and entrance exam to college at the same time) and (10) results of the high school final exam in native language (and entrance exam to college at the same time), separately for the group of women and men. The obtained results are discussed in the light of stereotyping and stigmatization theories, and interpersonal expectation effects which occur in various social and demographic groups.

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