Ilka Wolter|Edith Braun|Bettina Hannover
Reading is for girls!? The negative impact of preschool teachers' traditional gender role attitudes on boys' reading related motivation and skills
Freie Universität Berlin|Centre for Higher Education|University of Kassel|Freie Universität Berlin
according gender stereotypes reading girls study investigated role preschool teachers transmitting gendered expectations suggest boys less motivated read preschool less competent reading 1 year later primary school preschool teacher holds traditional gender role attitude teacher egalitarian beliefs 135 independent dyads female preschool teacher n 135 one boy n 65 one girl n 70 measured teachers gender role attitude childs reading related motivation well precursors reading skills preschool childs reading skills end first grade primary school expected traditional preschool teachers gender role attitude weaker boys motivation learn read girls motivation unrelated teachers gender role attitude either gender motivation preschool predicted reading skills end first grade