Study And Intervention Of English Gender Stereotype Of Middle And High School Students

English Gender Stereotype refers to the belief that people think females performbetter in English compared with males. Studies have proved that discipline genderstereotypes is so prevalent among college students, which will have an impact on academicachievement. Related discipline gender stereotype research is constantly enriching theconnotation of stereotype.Although there are many rumors that the English test will be canceled for the collegeentrance examination hasn’t been confirmed yet, those who acquire good English skills inthe development of his career cannot be ignored effectively competitive. In contrast, theimportance of English will stand out. As we all know, the secondary stage is an importantperiod in the development of comprehensive ability in English. With the gradual deepeningof implicit social cognition research, the researchers gradually deepened the exploration ofimplicit cognitive disciplines. That is the reason why the research of English genderstereotypes of middle school students has important theoretical and practical significance.Gender role identity refers to the obtaining of true gender roles. According to recentsocial and cultural expectations of men, women and the formation of the correspondingmotivation, attitudes, values and behavior, and the development of male and female aspectsof personality characteristics. In recent years, studies have shown a link between thedifferent levels of gender identity and students’ math scores, coupled with androgynousmodel proposed in recent years to give the English Gender Stereotypes new inspiration. Inthis inspiration, this study examined junior and senior students English Gender Stereotypesand gender identity development level features, and explored the relationship between thetwo, and further to high school students existing English implicit gender stereotypesintervention, advocating students to establish the freedom and equality of the disciplinegender development.Because people are often reluctant to admit having negative or biased attitudes andbeliefs of a particular group, there is certain degree of difficulty of the study of stereotypes. Therefore, this study used the Implicit Association Test (IAT) and explicit self-report tomeasure discipline gender stereotypes of secondary school students in Jiangsu Province.Researcher selected a middle school and a high school in Jiangsu all over six differentgrades with25students each and136effective participants in all.Through this study, the following conclusions can be obtained:Firstly, middle and high school students have English Gender Stereotypes. They holdthe opinion that girls do better than boys in English, but significant English Studentsoutside Gender Stereotypes gender differences do not exist.Secondly, subjects generally exist implicit in English Gender Stereotypes. Studentsgenerally agreed that with respect to mathematics, girls do better in English than boys.Implicit within school students English-gender stereotypes there is no significant genderdifference, but there are differences existing within grades.Thirdly, the results showed there is no significant correlation between English-Gender Stereotypes and Implicit English-Gender Stereotypes.Fourthly, gender roles type gender and grade differences were significant, the subjectsof gender role types and explicit English gender stereotypes levels are not significantlydifferent, but there are significant differences between the subjects of gender role types andimplicit English gender stereotypes level.Fifthly, intervention study has shown that Anti-stereotype Technical Implicitstereotypes have some weakened the English Gender Stereotypes and the interventionreached a significant level.