The Gender Gap in Foreign Language Study: What Deters Men from Voluntary Enrolment?

Abstract

Currently, men are under-represented in many careers and fields of study, including foreign-language study. In seven studies, I examined social psychological correlates and causes of the gender gap in enrolment and interest in language-related fields. After reviewing research on gender similarities and differences in language education in Chapter 1, Chapter 2 reports a correlational study revealing that men in foreign language classes differed from men not in such classes in both motivational factors and their beliefs about gender. Enrolment was associated with both expectancies for success at language learning and valuing of learning, with masculine role beliefs influencing enrolment through values. To further examine how men’s expectancies of success in foreign language might be influenced by gender stereotypes, in Chapter 3 I describe four experiments (total N=542) uncovering little evidence for stereotype threat effects on men in language tasks. In Chapter 4 I show that men’s disinterest in foreign languages may be caused by a combination of traditional beliefs about masculinity and masculinity threat. Men reported less interest in foreign language study and less positive attitudes towards foreign language learning following a masculinity threat compared to men whose masculinity was affirmed or who did not hold traditional masculinity beliefs. In terms of expectancy-value theory, men’s underrepresentation in foreign language appears more a function of values than of expectancies. Threats to men’s competence in language did not affect their expectancies, but traditional masculine gender roles pushed men to avoid “feminine”-typed domains such as foreign language learning. These results suggest that concern about affirming a masculine identity may limit men’s educational choices.