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      Reading is for girls!? The negative impact of preschool teachers' traditional gender role attitudes on boys' reading related motivation and skills

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          Abstract

          According to gender stereotypes, reading is for girls. In this study, we investigated the role of preschool teachers in transmitting such gendered expectations. We suggest that boys are less motivated to read in preschool, and less competent in reading 1 year later in primary school, if their preschool teacher holds a traditional gender role attitude than if the teacher has egalitarian beliefs. In 135 independent dyads of a female preschool teacher ( N = 135) and one boy ( n = 65) or one girl ( n = 70) we measured teacher's gender role attitude, child's reading related motivation as well as precursors of reading skills in preschool, and child's reading skills at the end of first grade in primary school. As expected, the more traditional preschool teachers' gender role attitude was, the weaker was boys' motivation to (learn to) read while girls' motivation was unrelated to teachers' gender role attitude. In either gender, motivation in preschool predicted reading skills at the end of first grade.

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          Models of Non-Independence in Dyadic Research

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            Parents' differential socialization of boys and girls: A meta-analysis.

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              The Precursors of Reading Ability in Young Readers: Evidence From a Four-Year Longitudinal Study

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                Author and article information

                Contributors
                Journal
                Front Psychol
                Front Psychol
                Front. Psychol.
                Frontiers in Psychology
                Frontiers Media S.A.
                1664-1078
                24 August 2015
                2015
                : 6
                : 1267
                Affiliations
                [1] 1Department of Education and Psychology, Freie Universität Berlin Berlin, Germany
                [2] 2International Centre for Higher Education Research at Universität Kassel Kassel, Germany
                Author notes

                Edited by: Sabine Sczesny, University of Bern, Switzerland

                Reviewed by: Melanie C. Steffens, University of Koblenz-Landau, Germany; Jan Retelsdorf, Leibniz Institute for Science and Mathematics Education, Germany

                *Correspondence: Bettina Hannover, Department of Education and Psychology, Freie Universität Berlin, Habelschwerdter Allee 45, Berlin 14195, Germany bettina.hannover@ 123456fu-berlin.de

                This article was submitted to Language Sciences, a section of the journal Frontiers in Psychology

                †Present Address: Ilka Wolter, Leibniz Institute for Educational Trajectories, Bamberg, Germany

                Article
                10.3389/fpsyg.2015.01267
                4547006
                26379592
                dc70e77d-2544-426f-a97e-78d39c252546
                Copyright © 2015 Wolter, Braun and Hannover.

                This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) or licensor are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.

                History
                : 06 April 2015
                : 07 August 2015
                Page count
                Figures: 1, Tables: 1, Equations: 0, References: 73, Pages: 11, Words: 8795
                Categories
                Psychology
                Original Research

                Clinical Psychology & Psychiatry
                preschool teachers,gender role attitude,boys' underachievement,precursors of reading skills,reading related motivation,reading skills,gender stereotypes

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