性别刻板印象在学习领域为男女两性“赋予”了不同学科的优势，将性别与学科能力联系在一起。在“理科男强女弱”的性别刻板印象中，高中理科女生作为性别刻板印象影响的目标群体，面临着它所带来的审视与挑战。但在现实中，仍能看到有许多女生选择学习理科并取得较好的理科成绩，以行动打破性别刻板印象的预言。因此，本研究将高中理科女生作为研究对象，采用扎根理论研究方法，自下而上地建构高中理科女生突破性别刻板印象实现理科学业性别突围的心理机制模型。从而能够帮助高中理科女生树立学业自信，促进她们的整体发展，也能为营造性别平等的良好理科学习氛围提供指导建议。

本研究对广西南宁市某重点高中的20位成绩优异的高中理科女生进行访谈，运用MAXQDA（2020）质性数据分析软件进行编码，共形成9个主范畴以及58个次范畴，通过选择性编码逐步建构高中理科女生性别刻板印象心理突破机制模型，研究结果如下：

性别刻板印象仍存在于高中理科女生的理科学习过程中，主要分为个体自身的性别刻板印象以及重要他人的性别刻板印象。性别刻板印象威胁对于成绩优异的高中理科女生的现实作用主要表现为带来较大学习压力及心理设限两方面。

高中理科女生的个体因素以及外部情境因素共同构成影响她们摆脱性别刻板印象取得高学业成绩的主要因素。其中个体因素包括自我图式建构以及由认知信念、情感支持与意志控制所构成的心理过程；外部情境因素包括家庭系统、学校系统和社会系统。

高中理科女生采取四种心理应对策略面对性别刻板印象，从而削弱其负面影响；同时，性别刻板印象也会激发出个体的一种内生动力，激励高中理科女生保持学习投入与学习信心。

依据研究结果提出相关建议，在社会层面要加强正面的舆论导向；在学校层面应加强教师性别教育、实践性别敏感教育并充分发挥心理健康教育课程育人优势；在家庭层面，父母要加强对先进性别观念的学习，尊重并支持孩子的学科选择，共同营造良好和谐的家庭氛围；在个体层面，高中理科女生自身应树立社会性别观念，充分发挥个人主体意识，学会寻找并树立女性榜样。

Gender stereotypes in the academic field attribute different subject advantages to males and females, linking gender with academic abilities. As the research object, female science students are challenged by the stereotype of "males are good at science, females at arts". However, in fact, many female students still choose to learn science and can get good grades, which challenges these stereotypes. This study focuses on high school female science students, using grounded theory methodology to construct a model of psychological mechanisms enabling them to break through gender stereotypes. This research also aims to boost their academic confidence, overall development, and contribute to creating an equitable science learning environment.

The study interviewed 20 outstanding high school female science students from a key high school in Nanning, Guangxi, using MAXQDA (2020) for qualitative data analysis. It identified 9 main categories and 58 subcategories, constructing a model of psychological mechanisms enabling high school female science students to break through gender stereotypes and achieve academic success. The findings are listed below：

First, gender stereotypes persist in the science learning process for high school female science students, involving their own individual stereotypes and their important relationships’ stereotypes, leading to increased academic pressure and psychological constraints.

Second, internal individual and external situational factors both influence high school female science students' ability to break through stereotypes and achieve academic success. Internal individual factors include self-schema construction, cognitive beliefs, emotional support, and willpower control, while external factors include family, school, and societal systems.

Third, high school female science students would adopt four psychological strategies to deal with the stereotypes, mitigating their negative effects. At the same time, stereotypes can also stimulate intrinsic motivation, encouraging their willing to learn and their confidence.

According to the research results, some suggestions are put forward, such as strengthening the positive public opinion guidance at the social level; at the school level, we should strengthen the gender education of teachers, practice gender-sensitive education, and make use of the educational advantages of mental health education courses; at the family level, parents should strengthen the learning of advanced gender concepts, respect and support children's subject choice, and jointly create a good and harmonious family atmosphere; at the individual level, high school female science students should establish the concept of social gender, make use of their personal sense of subjectivity, and learn to find and set up their female role models.