Dissertations / Theses: 'Androgyny (Psychology) Gender identity'

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Smit, Anel Leonie. "The sex-role identity, attributional style and self-esteem of a group of female students." Thesis, Link to the online version, 2005. http://hdl.handle.net/10019/1211.

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Henderson, Susan E. "Details, baby, details : a feminist criticism of The crying game." Virtual Press, 1994. http://liblink.bsu.edu/uhtbin/catkey/902494.

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This study examined gender portrayals in the film, The Crvinq Game. The societal labels for gender, "masculine" and "feminine," are not negative in and of themselves. However, when they are coupled with stereotypes, their power to direct behavior and perception formation can rob people of their freedom to be simply "human." This study primarily focused upon the costs of maintaining, challenging, and abandoning gender role stereotypes as illustrated in The Crvinq Game. Sonja Foss's four-step approach to feminist criticism was used as a tool for examination of this film.By examining the appearances, attitudes, and behaviors of the four central characters in the film, two messages emerged. First, in all four cases, being of a feminine nature was less desirable than being of a masculine nature. Second, Neil Jordan, the film's director, prescribes that all people should transcend the boundaries of gender, and simply allow themselves and others to be human.Jordan's humanistic message also provides insight into expansion of rhetorical methods and theories. Feminist criticism and Queer theory could attempt to transcend the boundaries of gender, and work toward the inclusion of all non-traditional sex roles.
Department of Speech Communication

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3

Wise, Steven Ray. "SEX AND GENDER IDENTITY: A NEW PERSPECTIVE FOR COLLEGE STUDENT DEVELOPMENT." UKnowledge, 2014. http://uknowledge.uky.edu/epe_etds/26.

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One of the goals of college student development professionals is to help undergraduate students develop a meaningful sense of personal identity. Early in the history of the profession, practitioners borrowed freely from related fields such as sociology and psychology to guide their practice, but beginning around the 1960s, scholars began in earnest to develop their own unique body of literature. In this work I examine the development of that scholarly work as it relates to identity development—specifically the evolution of understanding around the issues of sex and gender identity development. Beginning with William Perry, whose work has impacted so many theories that followed his, I review the work of Nancy Chodorow, who was among the first to note that student development theory based on male samples disadvantaged women, Marcia Baxter-Magolda, Carol Gilligan, Ruthellen Josselson, Mary Field Belenkey, Blythe McVicker Clinchy, Nancy Rule Goldberger, and Jill Mattuck Tarule…and…. I discovered that each of these scholars approached sex and gender from a binary, essentialist, deterministic position which served to limit the understanding of sex and gender issues in the field of college student development. During the same period, work in the fields of anthropology, gender studies, psychology, sociology, and women’s studies were greatly expanding their understanding of sex and gender as components of identity. In this work I identify the deficiencies and limitations in the research in the field of college student development related to sex and gender identity development; note the challenges to our work with college students because of those deficiencies and limitations, and make practical recommendations to three groups of professionals who operate in the field of college student development—theorists and scholars, practitioners, and educators and provide a model for efficiently effecting change in the field.

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Boldina, Alla. "Androgynous imagination in Romantic and Modernist literature from William Blake and Elizabeth Barrett Browning to D.H. Lawrence and H.D. /." Diss., Online access via UMI:, 2007.

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5

Helzer, Kimberly Faye. "Reinforcing functions of androgyny delay of reinforcement." CSUSB ScholarWorks, 1987. https://scholarworks.lib.csusb.edu/etd-project/246.

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6

Perez, Alycia L. Usher. "Gendered Expectations of Leaders and the Androgyny of Leadership." University of Akron / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=akron1354217637.

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7

Bartell, Patricia A. "The reinforcing functions of androgyny partial reinforcement." CSUSB ScholarWorks, 1986. https://scholarworks.lib.csusb.edu/etd-project/224.

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8

Hastings, Sarah. "Sex, gender, and androgyny in Virginia Woolf's mock-biographies "Friendships Gallery" and Orlando." Cleveland, Ohio : Cleveland State University, 2008.

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Thesis (M.A.)--Cleveland State University, 2008.
Abstract. Title from PDF t.p. (Mar. 17, 2009). Includes bibliographical references (p. 48-49). Available online via the OhioLINK ETD Center. Also available in print.

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9

Chen, Marilyn. "Searching for a Place to Belong: Androgyny in a Gender Binary Society." Honors in the Major Thesis, University of Central Florida, 2005. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/746.

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This item is only available in print in the UCF Libraries. If this is your Honors Thesis, you can help us make it available online for use by researchers around the world by following the instructions on the distribution consent form at http://library.ucf
Bachelors
Arts and Sciences
Psychology

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10

Qualls, Barbara. "The Poetry of Li-Young Lee: Identity, Androgyny & Feminism." TopSCHOLAR®, 1993. https://digitalcommons.wku.edu/theses/2737.

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In my investigation of Li-Young Lee's poetry, my concerns were two-fold: first, to find evidence of an androgynous quality or ideal; secondly, to demonstrate that ideal as authentically feminist. In the introduction, I investigate the feminist debate about the traditional definition and concept of androgyny, demonstrating the difference between the patriarchal traditional androgyny and the androgynous elements in Lee's poetry. In Chapter Two, the rose as image and as symbol in Lee's poetry is examined and found to be strikingly androgynous as a symbol. As an image, however, it is more often than not used as a vehicle to describe the destructive nature of social tyrannies such as the patriarchal symbolic order. In Chapter Three, Lee's heavy implications of an existing "other" is examined. This examination is particularly pertinent when considering the feminist debate, since one of the major problems with the idea of androgyny is that it often necessitates a binary thought system in which the male is usually the "one" and the female is usually the "other." In Lea's poetry, I found no significant evidence of that kind of phallocentricism; rather, I found substantial evidence that Lee's poetry demonstrates the destructiveness of insisting on any being's otherness. Lee's search for identity, and for the meaning of personal identity, involves the acceptance of the mutability of identity. In conclusion, although I don't find androgyny to be authentically feminist, I find Lee's poetry--and its particular use of an androgynous ideal--to be authentically feminist.

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11

Glogorovska, Kristina. "EXPLORATION OF THE GENDER MYTH VIA FASHION MEDIA : ANDROGYNY AND DANDYISM IN CONTEMPORARY FASHION MAGAZINES." Thesis, Stockholms universitet, Centrum för modevetenskap, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-62780.

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This paper attempts to analyze different representations of "androgyny‟ as fashion tendency in contemporary fashion magazines (Vogue, i-D and LOVE Magazine) for the period of 2010 and 2011. In order to show the development of "androgyny‟ as fashion tendency, this study first explores how androgyny metamorphosed from a "hidden‟ signifier of unconventional sexuality to "visible‟ postmodern teaser for sexual identities. Currently, we live in the "Age of Androgyny‟ where the modern androgynous dandy is being seen as an aphrodisiac for the fashion industry. This study also tries to provide explanation of how "androgyny‟ and "dandyism‟ evolved from concepts to parallel trends in fashion due to their frequent and simultaneous reappearance in fashion media. In order to create nuanced portrayal in the understanding of androgyny and dandyism, qualitative method was used by describing, analysing and interpreting the representation of these trends in three different fashion and art publications. The fact that this tendency for "gender fusion‟ is increasingly finding its way into mainstream culture, with emphsis on the fashion industry, raises the question of whether the society is more open towards different gender expressions or is "androgyny‟ just another exploitative form for the fashion industry.

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Lysak, William Paul. "Male and female created He them three issues relating to gender and sexuality in contemporary Orthodox thought /." Theological Research Exchange Network (TREN), 1995. http://www.tren.com.

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Marshall, Harriette. "Gender identity and speech." Thesis, University of Edinburgh, 1986. http://hdl.handle.net/1842/19104.

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Buckely, Katie. "Identity and Solidarity in Online Communities: Queer Identities and Glee." Bowling Green State University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1399973209.

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Yu, Lu, and 于璐. "Gender-related behavior, gender identity, and psychological adjustmentin Chinese children." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2009. http://hub.hku.hk/bib/B43085659.

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Yu, Lu. "Gender-related behavior, gender identity, and psychological adjustment in Chinese children." Click to view the E-thesis via HKUTO, 2009. http://sunzi.lib.hku.hk/hkuto/record/B43085659.

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Dragna, Marguerite. "Masculine male sex-role-induced drive: A social analog of intermittent shock." CSUSB ScholarWorks, 1987. https://scholarworks.lib.csusb.edu/etd-project/242.

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Younkin, Sharon Louise. "Females' evaluative responses to androgynous and traditionally masculine male stimulus persons." CSUSB ScholarWorks, 1987. https://scholarworks.lib.csusb.edu/etd-project/217.

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19

Reder, Miriam Asya. "Gender Identity, Ethnic Identity, and Self-Esteem in Latino Adolescent Males." DigitalCommons@CalPoly, 2014. https://digitalcommons.calpoly.edu/theses/1159.

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The relationship between gender identity and psychological adjustment has long been investigated, but it is only in the 21st century that gender identity has been examined as a multi-faceted construct. According to Egan and Perry (2001), there are five dimensions comprising a person’s gender identity and they have demonstrated a significant relationship between these dimensions and youth’s psychological adjustment. Three of their gender identity constructs are pertinent to this study: gender typicality, gender contentedness, and felt pressure. While subsequent studies have had similar significant results (Carver, Yunger, & Perry, 2003; Yunger, Carver, & Perry, 2004), one study found that felt pressure was not negatively correlated with adjustment in minority youth, including Latinos, as it was with majority White samples from the previous studies (Corby, Hodges, & Perry, 2007). Minority youth face more pressure to conform to gender stereotypes (Corby et al., 2007) and Latinos in particular face more rigid gender stereotypes than European American cultures (Corona, Gonzalez, Cohen, Edwards, & Edmonds, 2009). While having a strong ethnic identity has been significantly correlated with self-esteem in Latinos (Umaña-Taylor, 2004), the relationship between ethnic identity, gender identity, and self-esteem in Latino youth have been underrepresented in the literature (Mora, 2012). Since Latino male youth in particular are at-risk for low-self esteem (Twenge & Crocker, 2000) and self-esteem is a protective factor in adolescents (Hosogi, Okada, Fujii, Noguchi, & Watanabe, 2012), it is important to pinpoint variables that are related to high self-esteem. The purpose of this study is to explore the relationship between ethnic identity, gender identity, and self-esteem in an understudied population in the literature. The sample consisted of 55 males, aged 10-14, who are members of a school-based intervention program for boys at-risk of gang membership. The majority of boys were of Latino heritage. It was hypothesized that gender typicality and gender contentedness would be significantly correlated with self-esteem, and that ethnic identity would mediate the relationship between felt pressure and self-esteem. Statistical analysis yielded partial support for the hypothesis. Implications and future directions are discussed.

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Leonard, Robin L. "Aggression: Relationships with Sex, Gender Role Identity, and Gender Role Stress." Digital Commons @ East Tennessee State University, 2005. https://dc.etsu.edu/etd/1054.

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Sex, gender-role identity, and gender-role stress were assessed in terms of their relationship to observed gender differences in self-reported aggression. Physical and verbal aggression were explored, as well as the affective component of anger and cognitive component of hostility. The role of emotional intelligence in these relationships was also evaluated, as a possible correlate to the gender-related variables. The results indicated that both gender-role stress and gender-role identification were significantly associated with all components of aggression; however, only physical aggression was related to sex. Emotional intelligence was linked to sex and gender-role identity but not with gender-role stress. The results also suggested that emotional intelligence predicts physical aggression, anger, and hostility in addition to the variance explained by gender variables, presenting negative relationships with each of these variables.

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DAI, WENZE, and Donya Azizi Babani. "Intersectionality, gender identity and ethnicity discrimination in resume evaluations." Thesis, Linnéuniversitetet, Institutionen för psykologi (PSY), 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-88864.

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The current thesis aims to identify the presence of discrimination effecting intersectional women, focusing on the intersection of gender identity (cisgender versus transgender) and ethnicity (Swedish versus Arabic) in the recruitment process, in relation to two job positions of kindergarten teacher and kindergarten principal. Additionally, we aim to investigate the social cognition stereotypes regarding warmth and competence associating with that intersection. Furthermore, Intersectionality is adopted as a conceptual framework for deciphering discrimination targeting intersectional women. In order to investigate the proposed research questions, a mixed-design quantitative experiment was conducted. The results indicate the presence of significant discrimination against transgender women in comparison with cisgender women with respect to perceived employability for the kindergarten teacher position. Results further indicate the lack of significant interactive effect of gender identity and ethnicity on both job positions. Lastly, there was no significant evidence of group difference in stereotypes of warmth and competence. Practical implications of the current results will be further discussed.

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Cupp, Robert Gordon. "Statistical models for predicting selected personality dimensions using components of the male sex-role." CSUSB ScholarWorks, 1989. https://scholarworks.lib.csusb.edu/etd-project/543.

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23

Gray, Michael Joseph. "The relationship between gender identity and flirting style." Thesis, Arkansas State University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=1535513.

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This study investigates the relationship between gender identity and flirting styles. Data analysis on a sample (N=227) revealed the existence of a relationship between gender identity and the sincere style and between gender identity and the physical style, but not between gender identity and the playful, polite, and traditional styles. Masculine and Androgynous individuals are more likely than Feminine or Undifferentiated individuals to employ the physical style. Androgynous individuals are more likely to employ the sincere style than masculine or undifferentiated individuals. Feminine individuals are more likely to employ the sincere style than masculine individuals. Further analysis found that there is a relationship between biological sex and the traditional style and between relationship status and the playful style. This study finds that gender identity is a better predictor of flirting style than either biological sex or relationship status, but suggests that it would be more appropriate to consider all three.

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Campbell, Douglas Bruce. "Gender identity and "coming out" : gender identity as a variable of continued importance in the study of adult homosexual lives /." Digital version accessible at:, 1998. http://wwwlib.umi.com/cr/utexas/main.

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Bevans, Rebecca L. "Who knows baby best? investigating connotative gender information, gender processing,and gender identification by adults /." abstract and full text PDF (free order & download UNR users only), 2008. http://0-gateway.proquest.com.innopac.library.unr.edu/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3339094.

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Kaya, Havva Eylem. "Stereotyped Gender Role Perceptions And Presentations In Elementary Schooling: A Case Study In Burdur (2001-2002)." Master's thesis, METU, 2003. http://etd.lib.metu.edu.tr/upload/12604939/index.pdf.

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A schooling system that claims to offer its students the opportunities to develop their talents and help towards self-determination in their adult lives might be expected to have a career structure itself that demonstrated these virtues, one in which there was equality of the genders in positions of influence and leadership, and no gender stereotyping of roles. Apart from the fairness and consistency of that expectation, it is also reasonable to expect the neutral template of teacher employment and textbook selection in schools. Many children may grow up with few books in their homes but lots of those in their schools. Many of the textbooks used in elementary schools, according to recent studies, contain gender stereotypes. In these, females are rarely found as central characters and when they appear at all, they are often passive figures dependent on male characters. Women are frequently shown in domestic roles
in most textbooks it is assumed that only males '
go out to work'
whereas daughters are the best helpers of their mothers whose sons are allowed to do what they wish. In the light of those allegations, this research is designed as a case study which addresses itself to the aim of looking into stereotyped gender role presentations existing in elementary school textbooks used by the students studying at 1st-5th grades in 2001/2002 academic year of an elementary school placed in Burdur and to see whether these students are affected by the exposure of those stereotyped gender role presentations. For this purpose, the textbooks being studied are analyzed according to pre-set categories to deduce how they include stereotyped gender role presentations and the evaluation of the effects of that exposure on students are made by asking 1st-3rd grade students to draw and 4th-5th grade students to write compositions on a given topic. This study also attempts to find out both whether Turkish elementary school teachers teaching at 1st-5th grades are aware of stereotyped gender role presentations in those textbooks that they use and their own points of view about stereotyped gender role presentations via interviews carried out with them. In conclusion, stereotyped gender role presentations are encountered in those analyzed school textbooks studied at 1st- 5th grades in 2001/2002 academic year of the elementary school placed in Burdur and the perceptions of those presentations are also obtained in the drawn and written productions of the students studied at the same school. Through the teachers'
interviews, various kinds of perceptions towards gender role concept and its stereotyped presentations that take place in those textbooks are observed in their sayings

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Campbell, Catherine Magda. "Identity and gender in a changing society : the social identity of South African township youth." Thesis, University of Bristol, 1992. http://hdl.handle.net/1983/f57ac2b1-dc45-43d2-8663-641cc13e8cee.

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Leung, Ka-kie. "Dress and gender power." Hong Kong : University of Hong Kong, 2002. http://sunzi.lib.hku.hk/hkuto/record.jsp?B25262063.

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Elliott, Victoria J. "Exploring gender identity within the context of Asperger's syndrome." Thesis, University of Warwick, 2012. http://wrap.warwick.ac.uk/55943/.

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Gender identity is an integral part of who we are and can have a huge impact on our functioning, behaviour, and psychological well-being. For years, researchers and theorists have studied the developmental course of gender identity including why, how, and when it is formed, and how it shapes our neurobiology and psychology. The first chapter of this thesis reviews existing literature on the relationships between gender identity and psychological well-being across the course of childhood. The review indicates that psychosocial adjustment and self-worth are highest when children feel secure in their gender identity, yet able to explore gender atypical options. Feelings of gender atypicality or dysphoria are associated with poorer psychological outcomes and vulnerability to mental ill health, particularly depression.The review highlights various methodological limitations within the literature and suggests improvements such as using more socially diverse samples. Chapter two presents an empirical study exploring gender and identity in adult men with Asperger’s Syndrome capturing their perceptions of masculinity, gender-typed behaviours, relationships, and societal influences. Interpretative Phenomenological Analysis of the data suggests that for participants, identifying with male gender provides a platform for fitting in by allowing them to learn from societal stereotypes and rehearse playing ‘male’ roles. Participants displayed ambivalence in their feelings of being drawn to the perceived safety of females but resenting the ‘feminine’ side of themselves. Recommendations are made for psychoeducation for Gender identity is an integral part of who we are and can have a huge impact on our functioning, behaviour, and psychological well-being. For years, researchers and theorists have studied the developmental course of gender identity including why, how, and when it is formed, and how it shapes our neurobiology and psychology. The first chapter of this thesis reviews existing literature on the relationships between gender identity and psychological well-being across the course of childhood. The review indicates that psychosocial adjustment and self-worth are highest when children feel secure in their gender identity, yet able to explore gender atypical options. Feelings of gender atypicality or dysphoria are associated with poorer psychological outcomes and vulnerability to mental ill health, particularly depression.The review highlights various methodological limitations within the literature and suggests improvements such as using more socially diverse samples. Chapter two presents an empirical study exploring gender and identity in adult men with Asperger’s Syndrome capturing their perceptions of masculinity, gender-typed behaviours, relationships, and societal influences. Interpretative Phenomenological Analysis of the data suggests that for participants, identifying with male gender provides a platform for fitting in by allowing them to learn from societal stereotypes and rehearse playing ‘male’ roles. Participants displayed ambivalence in their feelings of being drawn to the perceived safety of females but resenting the ‘feminine’ side of themselves. Recommendations are made for psychoeducation for professionals and parents of children with Asperger’s syndrome around potential gender identity confusion. The third chapter presents a reflective review of the author’s experience of conducting the research. The paper provides a personal insight into issues pertaining to methodological processes, relationships with participants and associated emotions.

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Brownlie, Elizabeth. "Adults' constructions of gender: a lifespan Q methodological study /." Burnaby B.C. : Simon Fraser University, 2006. http://ir.lib.sfu.ca/handle/1892/2724.

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Allen, Tonya R. "Reality check a collection of stories /." Morgantown, W. Va. : [West Virginia University Libraries], 2003. http://etd.wvu.edu/templates/showETD.cfm?recnum=2958.

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Slater, Sandra Vargas. "An exploration of gender identity and gender roles within the context of Latinas' military service." Thesis, Pepperdine University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10154886.

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Although Latinos have historically served in the U.S. military, recent increases in the number of Latinas who have been recruited for the military make it imperative to explore how this experience affects their well-being. The purpose of this study was to explore the experiences of Latinas who are serving or have served in the U.S. military, focusing on their identity and gender roles. I utilized a qualitative research design, wherein I interviewed four Latinas currently serving in the U.S. Army. The focus of the study was how Latinas experience their gender identity and gender roles through the perspective of identity theory and social identity theory. It also explored how they negotiate these aspects in a military environment. I used an interpretative phenomenological approach for this study, as this method allowed sufficient flexibility to delve into previously unexplored concepts in this population. Furthermore, I utilized the Marianismo Beliefs Scale (MBS; Castillo, Perez, Castillo, & Ghosheh, 2010) to perform data triangulation and to have a better understanding on how the women’s belief structures affect their experience. This research study is significant because it informed a salient gap in the literature regarding Latinas and the military. Furthermore, it will allow mental health practitioners to have a clearer understanding of how Latina military women experience military culture, which can affect treatment decision.

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Warren, Annmarie Maione 1968. "Gender identity and educational achievement: Correlations of children's self perception with educational achievement." Thesis, The University of Arizona, 1993. http://hdl.handle.net/10150/291677.

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The Children's Self-Perception Scale (CSPS), an instrument to measure self-perceived gender identity in school age children, was developed based on the Bem Sex Role Inventory (BSRI; Bem, 1974). The children's scores on the CSPS were correlated with two measures of educational achievement, grade point average (GPA) and Iowa Test of Basic Skills (ITBS; Hieronymus, et al., 1986) to determine the relationship between femininity and masculinity in males and females and educational achievement. The subjects were 950 third, fourth, and seventh grade students from two school districts. The majority of students was Hispanic. The CSPS was not able to differentiate reliably between masculinity and femininity; reliabilities for the CSPS ranged from .17-.78. Although results were inconsistent across grades, significant (p<.05) positive correlations were found between femininity and GPA, .25, and masculinity and achievement (.23-.31) for seventh graders in only one district. Several possible explanations for the non-significance and inconsistencies are explored.

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Van, Laar Sonja Terry. "Relationship of success-failure attributions to gender-role identity type in college students." Scholarly Commons, 1994. https://scholarlycommons.pacific.edu/uop_etds/2799.

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One hundred eighty five college students (75 male and 110 female) solved 12 anagrams, completed the Bem Sex Role Inventory, and completed a posttest which measured participant's internal and external attributions about the success or failure outcome of the anagram solutions. A 4 x 2 x 2 factorial ANOVA with gender-role type (masculine, feminine, androgynous, or undifferentiated), biological sex, and outcome as the independent variables was used to analyze the outcome scores for internal and external attributions. Contrary to prediction, there was no significant interaction between gender-role identity and outcome. The internal attributions in the success condition for all subjects were significantly greater than internal attributions in the failure condition. There were no other significant main effects or interactions. Results of this study are in agreement with meta-analytic findings which state there are no significant differences between males and females in success/failure attributions.

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Levesque, Lauren Patricia. "Media Culture, Artifact and Gender Identity: An Analysis of Bratz Dolls." Thesis, University of Ottawa (Canada), 2010. http://hdl.handle.net/10393/28628.

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It could be argued that girl's play is witnessing a drastic transformation. This alteration is fostering much debate surrounding young girls and their notion of self identity. Neil Postman (1982) argues that childhood no longer exists as it has disappeared through the mass media. Likewise, Sharon Lamb (2001, 2006) argues that young girls are continually being sold the ideal attitude and a hyper-sexualized self identity through the media messages and products they consume. Such a problematic transformation raises several concerns with regards to girlhood studies. My research asks how MGA Entertainment's Bratz dolls place identity formation into question. By exploring the aforementioned notions, my research explores girl's play and identity and looks at how it contributes to the shaping of how a girl's choice in play impacts girlhood. I argue that such a claim would be best explored and answered through interviewing young girls and their mothers.

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Thomas, James M. "The other within prismatic identities and authentic selves within the marginalized /." Diss., Columbia, Mo. : University of Missouri-Columbia, 2007. http://hdl.handle.net/10355/4893.

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Thesis (M.A)--University of Missouri-Columbia, 2007
The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on September 30, 2008) Includes bibliographical references.

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Simpson-McCleary, Katrina A. "Gender education and training in doctoral level psychology programs an exploratory investigation /." Open access to IUP's electronic theses and dissertations, 2008. http://hdl.handle.net/2069/109.

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Brooks, Byron D. "Healthy Identity Development Among Black Same-Gender Loving Men: A Mixed Methods Approach." Digital Commons @ East Tennessee State University, 2008. https://dc.etsu.edu/etd/3798.

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Black Same-Gender Loving Men (BSGLM) are a population at the juncture of multiple marginalized identities, which may make it difficult to successfully form their identity due to experienced racism and heterosexism from communities to which they belong. Current paradigms of racial/ethnic and sexual identity do not fully capture the complexities of identity development among BSGLM. Moreover, there is scant literature available detailing what the process of identity development looks like among this population and which factors influence identity development among BSGLM. As such, the current study used an exploratory sequential mixed methods design to first discover what healthy identity looks like among BSGLM and which factors influence the process of developing a healthy identity. The study then empirically tested the elucidated factors in order to understand which of them influence identity development among BSGLM. First, a sample of BSGLM living in the U.S. (n = 19) were recruited via online and interviewed for the qualitative phase of the study about their identity development process. Using a Grounded Theory approach, the qualitative data revealed three unique components of healthy identity among BSGLM (e.g., self-affirmation, freedom from social conventions, having unconditional acceptance) and 13 factors that either inhibited or facilitated their identity development process. Qualitative findings were subsequently used to create a survey battery to quantitatively explore the relationships between the identified factors and components of healthy identity among another sample of BSGLM. The generated survey battery was administered to another sample of BSGLM living in the U.S. (n = 54) recruited from social media and organizations that service BSGLM. Bivariate correlations and multiple regression analyses examined inhibiting and facilitating factors as predictors of healthy identity. Findings revealed that minority stress-related factors were robust predictors of healthy identity. Specifically, rejection sensitivity from one’s family negatively predicted self-affirmation, frustration with concealing one’s sexual identity positively predicted freedom from social conventions, and experiencing threats/violence positively predicted unconditional acceptance. Results from the study may contribute to the refinement of identity development models among BSGLM and inform clinical interventions that bolster identity development among BSGLM such as transdiagnostic interventions that target minority stress and identity-related concerns.

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Brooks, Byron D. "Healthy Identity Development Among Black Same-Gender Loving Men: A Mixed Methods Approach." Digital Commons @ East Tennessee State University, 2020. https://dc.etsu.edu/etd/3798.

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Black Same-Gender Loving Men (BSGLM) are a population at the juncture of multiple marginalized identities, which may make it difficult to successfully form their identity due to experienced racism and heterosexism from communities to which they belong. Current paradigms of racial/ethnic and sexual identity do not fully capture the complexities of identity development among BSGLM. Moreover, there is scant literature available detailing what the process of identity development looks like among this population and which factors influence identity development among BSGLM. As such, the current study used an exploratory sequential mixed methods design to first discover what healthy identity looks like among BSGLM and which factors influence the process of developing a healthy identity. The study then empirically tested the elucidated factors in order to understand which of them influence identity development among BSGLM. First, a sample of BSGLM living in the U.S. (n = 19) were recruited via online and interviewed for the qualitative phase of the study about their identity development process. Using a Grounded Theory approach, the qualitative data revealed three unique components of healthy identity among BSGLM (e.g., self-affirmation, freedom from social conventions, having unconditional acceptance) and 13 factors that either inhibited or facilitated their identity development process. Qualitative findings were subsequently used to create a survey battery to quantitatively explore the relationships between the identified factors and components of healthy identity among another sample of BSGLM. The generated survey battery was administered to another sample of BSGLM living in the U.S. (n = 54) recruited from social media and organizations that service BSGLM. Bivariate correlations and multiple regression analyses examined inhibiting and facilitating factors as predictors of healthy identity. Findings revealed that minority stress-related factors were robust predictors of healthy identity. Specifically, rejection sensitivity from one’s family negatively predicted self-affirmation, frustration with concealing one’s sexual identity positively predicted freedom from social conventions, and experiencing threats/violence positively predicted unconditional acceptance. Results from the study may contribute to the refinement of identity development models among BSGLM and inform clinical interventions that bolster identity development among BSGLM such as transdiagnostic interventions that target minority stress and identity-related concerns.

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Truong, Minhtri Carleton University Dissertation Psychology. "Identity diversity and feminist identification." Ottawa, 2000.

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Del, Castillo Darren M. "Male Psychotherapists' Masculinities: A Narrative Inquiry into the Intersection Between Gender and Professional Identities." Oxford, Ohio : Miami University, 2010. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=miami1276807956.

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Prasad, Ambika Marshall Linda L. "Stereotype threat in India gender and leadership choices /." [Denton, Tex.] : University of North Texas, 2007. http://digital.library.unt.edu/permalink/meta-dc-5128.

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Joseph, Lisel. "What It Means to Be a Man, What It Means to Be a Woman: An Exploration of Adult Gender Identity and Attitudes." Scholarship @ Claremont, 2016. https://scholarship.claremont.edu/scripps_theses/827.

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While there is a significant body of research on the topic of gender identity and gender attitudes, the existing literature contains a number of competing theories and leaves several gaps open for exploration. Namely, there is a lack of research on adult subjects, a lack of research into the benefits of using implicit measures of gender attitudes, and more room for exploration of the potentially complex interactions between gender identity variables, gender attitudes, and adjustment. This study investigated the relationships between a number of variables that have been suggested to make up a multidimensional model of gender identity, as well as an implicit measure of gender attitudes, an explicit stereotype endorsement measure, and a measure of well-being. The study took place online and participation was open to any U.S. resident over the age of 18. The expected relationships between gender identity and gender attitude variables were not found, but a number of intriguing correlations in the data are discussed.

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Frey, Cathy. "The Effect of Sex, Gender Identity, & Sex of Story Characters on the Assessment of Moral Development." TopSCHOLAR®, 1988. https://digitalcommons.wku.edu/theses/2364.

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The present study investigated the three areas associated with sex bias in Kohlberg's theory of moral development --sex, gender identification, and sex of story characters. The Defining Issues Test (DIT: Rest,1986a), a measure of moral development derived from Kohlberg's theory, was used in its original form and two revised forms (Male and Female versions) to determine the effects of sex and sex of story characters on the assessment of moral development. The Bem Sex -Role Inventory (Bem, 1981) was used to classify subjects as either sex -typed or androgynous to determine whether sex -role identification affects the assessment moral development. No significant main effects were found relative to the proposed hypotheses. Masculine males and feminine females did not score significantly different on the original DIT. There were also no significant differences in the DIT P scores of the androgynous persons and sex -typed persons. Results also indicated that it made no difference in DIT scores whether masculine males were given dilemmas with female story characters or males story characters. Unexpectedly, there were overall sex differences. Hales scored significantly higher than females at Stage 4 while females scored significantly higher than males at Stage 5A. Furthermore, female raw P scores were significantly higher than males' indicating that females demonstrated a higher level of moral development.

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Nagar, Ila. "Language, Gender And Identity: The Case Of Kotis In Lucknow- India." Columbus, Ohio : Ohio State University, 2008. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1222102359.

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Ryan, Michelle K. "A gendered self or a gendered context? : a social identity approach to gender differences /." View thesis entry in Australian Digital Theses Program, 2003. http://thesis.anu.edu.au/public/adt-ANU20060210.091938/index.html.

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Pelos, Ellen S. "The Influence of Advertisement Music on Gender Identity and Sex Stereotyping in Young Girls." Scholarship @ Claremont, 2016. http://scholarship.claremont.edu/scripps_theses/772.

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This paper proposes a study that investigates whether manipulating pitch and tempo in children’s toy advertisement music has an effect on gender identity and sex stereotyping in preschool-aged girls. This particular intersection between advertisement, persuasion, gender identity, and sex stereotyping scholarship has not yet been explored. However, past research does suggest that high pitch and fast tempo have a significant positive impact on mood and arousal, two factors associated with more susceptibility to persuasive messages. The 3- to 4-year-old female participants will be randomly assigned to one of the nine advertisement conditions. The music in the ads for each condition will contain a combination of pitch variation (high, medium, or low pitch) as well as a tempo variation (fast, medium, or slow tempo) to create a fully-crossed design. The dependent variables, gender identity and sex stereotyping, will be measured in the lab before and after a 2-week period in which the the advertisement stimuli will be presented in the children’s homes. Based on previous research, higher pitch and faster tempo are expected to be associated with more stereotypical gender identity and more sex stereotyping in participants.

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Hartin-Young, Sally. "But in the night we are all the same." Diss., Columbia, Mo. : University of Missouri-Columbia, 2004. http://hdl.handle.net/10355/4095.

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Thesis (Ph. D.)--University of Missouri-Columbia, 2004.
The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file viewed on (June 28, 2006) Vita. Includes bibliographical references.

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Alvemark, Anna. "Becoming a Woman Through Tomboyism : A Qualitative Study of the Female Gender Identity of the Tomboy." Thesis, Uppsala universitet, Sociologiska institutionen, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-447988.

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This thesis concerns the female gender identity generally known as the tomboy – a non-marginal gender identity. As a result of the non-marginality and complexity of this gender identity research on the subject is sparse. Moreover, previous research has not shown a limitation of tomboyism to homosexuality. This study aims to explore the specific socialization route in which such gender identity formation is acquired and to make clear, its main stages, determining factors and key agents as well as the social-psychological and emotional experiences of tomboys. An evaluation of the consequences of this particular type of socialization, in relation to these women’s work and family lives has also been made. The empirical material was collected through the qualitative method of deep interviews. An interdisciplinary theoretical framework including theories from sociology, gender studies and social psychology have been used in the analysis of the empirical material. The specific socialization route of the respondents was found to consist of five distinct stages. The different stages are characterized by: a separation from femininity, identification with and adapting masculine behaviors and attitudes, resisting gender norms and/or mainstream culture, being sanctioned and integration of masculinity and femininity. The primary key agents were found to be the parents and other role models that were either male or performed an unconventional femininity. The consequences of taking this particular socialization route was the formation of a female gender identity that cannot be categorized as traditionally feminine or masculine, according to the heterosexual matrix (Butler 1993) nor can it be understood as a cross-gender or queer gender identity. Moreover, the tomboy identity formation is found to cause ruptures in the heterosexual matrix as proposed by Renold and Ringrose (2008). It is concluded that further research on the heterosexual gender identity of the tomboy is needed in order to fully understand both the particularities of it and its impact on the heterosexual matrix.

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Lee, Sarah E. "Comparison of theoretical explanations for the derogation of gender role violators." Virtual Press, 1997. http://liblink.bsu.edu/uhtbin/catkey/1061881.

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The current study examined the degree of role violation necessary to produce social rejection and whether penalties for gender role violations are applied equally to male and female violators. Specifically, it was hypothesized that targets described by equal numbers of male- and female-associated characteristics would be most liked and viewed as better adjusted compared to either stereotype congruent gender role targets and stereotype incongruent gender role targets. Presumed status and presumed sexual orientation were considered as explanations for the penalties gender-role violators incur. This effect was expected to be stronger for male targets than for female targets. Although the current results were unable to clarify why role deviance leads to social rejection, results confirmed prior findings indicating that not all role violations are met with equal derogation and that mixed gender roles can be perceived as psychologically healthy. Ratings of likeability and adjustment were not affected by either mediational variable. Finally, results suggested that male role violation is not regarded more harshly than female role violation when the role violation is based on traits.
Department of Psychological Science

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Dissertations / Theses on the topic 'Androgyny (Psychology) Gender identity'

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