Journal articles: 'Gender and gender roles'

1

Jones, Marcus D., and Charles H. Rowell. "Gender and Gender Roles." Callaloo 27, no. 1 (2004): 81–85. http://dx.doi.org/10.1353/cal.2004.0023.

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Chin, Jeffrey. "Gender Roles." Simulation & Gaming 23, no. 1 (March 1992): 110–15. http://dx.doi.org/10.1177/1046878192231010.

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Eisend, Martin. "Gender Roles." Journal of Advertising 48, no. 1 (January 2019): 72–80. http://dx.doi.org/10.1080/00913367.2019.1566103.

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Bartel, Heike. "Arctic rolls and gender roles." Journal of Romance Studies 20, no. 2 (June 2020): 225–48. http://dx.doi.org/10.3828/jrs.2020.14.

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&NA;. "GENDER ROLES/WORLDVIEWS." Journal of Christian Nursing 10, no. 3 (1993): 42–45. http://dx.doi.org/10.1097/00005217-199310030-00012.

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Goldblatt, Hadass, and Eli Buchbinder. "Challenging Gender Roles." Journal of Social Work Education 39, no. 2 (April 2003): 255–75. http://dx.doi.org/10.1080/10437797.2003.10779135.

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Burgess, Norma J. "Gender Roles Revisited." Journal of Black Studies 24, no. 4 (June 1994): 391–401. http://dx.doi.org/10.1177/002193479402400402.

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Sailors, Pam R. "Gender Roles Roll." Sport, Ethics and Philosophy 7, no. 2 (November 9, 2012): 245–58. http://dx.doi.org/10.1080/17511321.2012.737012.

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Murray, Stephen O. "Gender-Mixing Roles, Gender-Crossing Roles, and the Sexuality of Transgendered Roles." Reviews in Anthropology 31, no. 4 (January 2002): 291–308. http://dx.doi.org/10.1080/00988150214747.

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Fernández, Juan, Mª Ángeles Quiroga, Isabel del Olmo, Javier Aróztegui, and Arantxa Martín. "Objective Assessment of Gender Roles: Gender Roles Test (GRT-36)." Spanish journal of psychology 14, no. 2 (November 2011): 899–911. http://dx.doi.org/10.5209/rev_sjop.2011.v14.n2.36.

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This study was designed to develop a computerized test to assess gender roles. This test is presented as a decision-making task to mask its purpose. Each item displays a picture representing an activity and a brief sentence that describes it. Participants have to choose the most suitable sex to perform each activity: man or woman. The test (Gender Roles Test, GRT-36) consists of 36 items/activities. The program registers both the choices made and their response times (RTs). Responses are considered as stereotyped when the chosen sex fits stereotyped roles and non-stereotyped when the chosen sex does not fit stereotyped roles. Individual means (RTs) were computed for stereotyped and non-stereotyped responses, differentiating between domestic and work spheres. A “D” score, reflecting the strength of association between activities and sex, was calculated for each sphere and sex. The study incorporated 78 participants (69% women and 31% men) ranging from 19 to 59 years old. The results show that: (a) reading speed does not explain the variability in the RTs; (b) RTs show good internal consistency; (c) RTs are shorter for stereotyped than for neutral stimuli; (d) RTs are shorter for stereotyped than for non-stereotyped responses. Intended goals are supported by obtained results. Scores provided by the task facilitate both group and individual detailed analysis of gender role, differentiating the gender role assigned to men from that assigned to women, at the domestic and work spheres. Obtained data fall within the scope of the genderology and their implications are discussed.

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Gordic-Petkovic, Vladislava. "Gender roles and gender stereotypes in teaching literature." Temida 15, no. 3 (2012): 115–28. http://dx.doi.org/10.2298/tem1203115g.

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Gender, identity and sexuality have to be more closely integrated into the broader discussion of literature and language, which can be achieved only through wider application of literary texts in the teaching process. Teaching literature to students of English serves not only the purpose of building an understanding of the human experience, but also tackles the issues of femininity and masculinity and helps sensitize the students to the gender differences and the codes of patriarchal society which result in male dominance. Poems by Emily Dickinson, Sylvia Plath and Anne Sexton have proved as valuable texts in teaching gender, as will be discussed in the paper, which focuses on Plath?s ?Lady Lazarus? and the strategies the educator can select in order to achieve the desired objective.

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VELLA, FRANCIS. "Gender Roles, Occupational Choice and Gender Wage Differential." Economic Record 69, no. 4 (December 1993): 382–92. http://dx.doi.org/10.1111/j.1475-4932.1993.tb02119.x.

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D’Acunto, Francesco, Ulrike Malmendier, and Michael Weber. "Gender roles produce divergent economic expectations." Proceedings of the National Academy of Sciences 118, no. 21 (May 18, 2021): e2008534118. http://dx.doi.org/10.1073/pnas.2008534118.

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Expectations about economic variables vary systematically across genders. In the domain of inflation, women have persistently higher expectations than men. We argue that traditional gender roles are a significant factor in generating this gender expectations gap as they expose women and men to different economic signals in their daily lives. Using unique data on the participation of men and women in household grocery chores, their resulting exposure to price signals, and their inflation expectations, we document a tight link between the gender expectations gap and the distribution of grocery shopping duties. Because grocery prices are highly volatile, and consumers focus disproportionally on positive price changes, frequent exposure to grocery prices increases perceptions of current inflation and expectations of future inflation. The gender expectations gap is largest in households whose female heads are solely responsible for grocery shopping, whereas no gap arises in households that split grocery chores equally between men and women. Our results indicate that gender differences in inflation expectations arise due to social conditioning rather than through differences in innate abilities, skills, or preferences.

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Knoll, Silke, Martin Eisend, and Josefine Steinhagen. "Gender roles in advertising." International Journal of Advertising 30, no. 5 (January 2011): 867–88. http://dx.doi.org/10.2501/ija-30-5-867-888.

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15

Thompson, Linda, and J. Lipman-Blumen. "Gender Roles and Power." Family Relations 34, no. 3 (July 1985): 443. http://dx.doi.org/10.2307/583587.

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Ruiz Cecilia, Raúl, and Maria Aurelia Ramírez Castillo. "Gender Roles in Coeducation." International Journal of Learning: Annual Review 12, no. 6 (2006): 239–44. http://dx.doi.org/10.18848/1447-9494/cgp/v12i06/47904.

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17

Sagrestano, Lynda. "Gender: Stereotypes and Roles." Psychology of Women Quarterly 17, no. 3 (September 1993): 358–60. http://dx.doi.org/10.1177/036168439301700302.

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18

Ellen Hartigan-O'Connor. "Gender Roles and Revolutions." Reviews in American History 38, no. 3 (2010): 431–36. http://dx.doi.org/10.1353/rah.2010.0017.

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Eisenchlas, Susana A. "Gender Roles and Expectations." SAGE Open 3, no. 4 (October 7, 2013): 215824401350644. http://dx.doi.org/10.1177/2158244013506446.

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Malik, Subha, Madiha Nadeem, and Farhat Nadeem. "Gender Differences In University Students’ Attitude Towards Gender Roles." Pakistan Journal of Gender Studies 17, no. 1 (September 8, 2018): 279–98. http://dx.doi.org/10.46568/pjgs.v17i1.20.

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Gender role attitudes indicate the dynamics of gender relations in any society. As gender equality is now considered an important indicator of development for any country. Therefore, it is imperative to comprehend the societal especially youth acuity towards gender roles in a culture. This paper examined the university students’ attitude towards gender roles by employing Gender Roles Attitude Scale (Zeyneloglu & Terzioglu, 2011). The objective was to understand whether the attitude of youth towards gender role was egalitarian or traditional. For this purpose, a survey was conducted by taking a sample of 513 respondents conveniently from various universities of Lahore, both descriptive and inferential statistics data were used for data analyses. The results revealed significant gender differences in respondents’ perception, as male students’ approach towards gender roles was found more egalitarian than females. Furthermore, residential cities and socioeconomic background of respondents’ parents was found important in shaping their approach towards gender roles. Findings suggested that parents’ role in the socialization of children may be deemed first critical step towards nurturing gender sensitized society along with the incorporation of gender aspects in academic curriculum across the discipline at the different educational level in Pakistan. Moreover, government and social activists may advocate gender sensitivity by using various programs and policies.

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Caner, Asena, Cahit Guven, Cagla Okten, and Seyhun Orcan Sakalli. "Gender Roles and the Education Gender Gap in Turkey." Social Indicators Research 129, no. 3 (November 3, 2015): 1231–54. http://dx.doi.org/10.1007/s11205-015-1163-7.

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22

Skitka, Linda J., and Christina Maslach. "Gender roles and the categorization of gender-relevant behavior." Sex Roles 22, no. 3-4 (February 1990): 133–50. http://dx.doi.org/10.1007/bf00288187.

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23

Havlin, Tetiana. "Shift in social order – shift in gender roles? Migration experience and gender roles." Current Issues in Personality Psychology 3 (2015): 185–91. http://dx.doi.org/10.5114/cipp.2015.53229.

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Kerr, Barbara A., and Karen D. Multon. "The Development of Gender Identity, Gender Roles, and Gender Relations in Gifted Students." Journal of Counseling & Development 93, no. 2 (March 10, 2015): 183–91. http://dx.doi.org/10.1002/j.1556-6676.2015.00194.x.

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25

Canaj, Kimete. "Gender Equality Policies and Gender Mindset in Kosovo." International Journal of Social Sciences 10, no. 1 (March 20, 2021): 1–16. http://dx.doi.org/10.52950/ss.2021.10.1.001.

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This paper discusses gender equality concerns within higher education, politics and examines the gender related policies introduced in Kosovo. Gender differences emerge in primary and secondary education partly because traditional gender roles and stereotypes tend to be reproduced in schools. These differences are then reflected in and further strengthened by the choices made and opportunities open to women and men at the higher levels of education and vocational training. Therefore, it is important to examine whether and how Kosovo attempt to combat these inequalities. Kosovo have designed policy and have supported projects targeting gender inequalities in education and incorporate specific gender equality provisions in legislation or in governmental strategies and make it compulsory for political parties to create their own gender equality policies. In politics are obliged 30% quotas for female places in Assembly, but in other Higher management positions are mostly males, for example in 6 public Universities all rectors and most deans are male. In Higher Education Institutions are two main concerns in Kosovo with respect to gender inequality in higher or tertiary education: horizontal and vertical segregation. Firstly, it is concerned about horizontal segregation, that is, the problem that women and men choose different fields of study in higher education, with women being under-represented in engineering and science. Secondly, it is also concerned about vertical segregation. This problem is related to the currently existing 'glass ceiling' in tertiary education: while women outnumber men amongst higher education graduates. They participation in Higher Education its slightly increased at the doctoral level, and there are even fewer women amongst academic staff in universities, or none of them as Rector but few of them as Vice-Rector at the managerial level in universities. These two issues and the policies intended to deal with them will be discussed in this paper. 1)University of Prishtina “Hasan Prishtina” since 1970, University “Ukshin Hoti” Prizren since 2010, University “Haxhi Zeka” Peja, University “Isa Boletini” Mitrovica, University “Kadri Zeka” Gjilan und University “Fehmi Agani” Gjakova since 2011

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26

Ozaki, Nozomu, and William E. Snell, Jr. "Gender Roles and Personality Disorders." Psi Chi Journal of Psychological Research 11, no. 2 (2006): 71–76. http://dx.doi.org/10.24839/1089-4136.jn11.2.71.

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27

Galey, Margaret E. "Gender Roles and UN Reform." PS: Political Science and Politics 22, no. 4 (December 1989): 813. http://dx.doi.org/10.2307/419472.

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28

Firebaugh, Francille M., and Leonore Loeb Adler. "International Handbook on Gender Roles." Political Psychology 17, no. 1 (March 1996): 171. http://dx.doi.org/10.2307/3791948.

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29

O'Dwyer, Riana. "Gender Roles in The Barracks." Études irlandaises 19, no. 2 (1994): 147–62. http://dx.doi.org/10.3406/irlan.1994.1182.

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30

ECCLES, JACQUELYNNE S. "Gender-Roles and Women's Achievement." Educational Researcher 15, no. 6 (June 1986): 15–19. http://dx.doi.org/10.3102/0013189x015006015.

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31

Galey, Margaret E. "Gender Roles and UN Reform." PS: Political Science & Politics 22, no. 04 (December 1989): 813–20. http://dx.doi.org/10.1017/s1049096500031462.

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32

Street, Sue, and Jeffrey D. Kromrey. "Gender Roles and Suicidal Behavior." Journal of College Student Psychotherapy 9, no. 3 (February 8, 1995): 41–56. http://dx.doi.org/10.1300/j035v09n03_04.

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33

Albanesi, Stefania, and Claudia Olivetti. "Gender Roles and Medical Progress." Journal of Political Economy 124, no. 3 (June 2016): 650–95. http://dx.doi.org/10.1086/686035.

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34

FAVER, CATHERINE A. "GENDER ROLES AND SOCIAL CHANGE:." Gender & Society 3, no. 2 (June 1989): 287–91. http://dx.doi.org/10.1177/089124389003002009.

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35

WOKCIK, BECKY. "Gender Roles and Womenʼs Achievement." Journal of Physical Therapy Education 1, no. 1 (1987): 44. http://dx.doi.org/10.1097/00001416-198710000-00022.

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36

Shin, Eui Hang, and Edward Adam Nam. "Culture, Gender Roles, and Sport." Journal of Sport and Social Issues 28, no. 3 (August 2004): 223–44. http://dx.doi.org/10.1177/0193723504266993.

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37

RICHMAN, JUDITH A., and KATHLEEN M. ROSPENDA. "Gender Roles and Alcohol Abuse." Journal of Nervous and Mental Disease 180, no. 10 (October 1992): 619–26. http://dx.doi.org/10.1097/00005053-199210000-00002.

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38

Knodel, John, Vu Manh Loi, Rukmalie Jayakody, and Vu Tuan Huy. "GENDER ROLES IN THE FAMILY." Asian Population Studies 1, no. 1 (March 1, 2005): 69–92. http://dx.doi.org/10.1080/17441730500125888.

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39

Finley, Nancy J., and Harold G. Grasmick. "Gender roles and social control." Sociological Spectrum 5, no. 4 (January 1985): 317–30. http://dx.doi.org/10.1080/02732173.1985.9981762.

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40

Dillon, Kathleen M., Edward Wolf, and Helen Katz. "Sex Roles, Gender, and Fear." Journal of Psychology 119, no. 4 (July 1985): 355–59. http://dx.doi.org/10.1080/00223980.1985.9915454.

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41

Taylor, M. T., and G. D. Mardle. "Pupils' attitudes towards gender roles." Educational Research 28, no. 3 (November 1986): 202–9. http://dx.doi.org/10.1080/0013188860280305.

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42

Heiss, Jerold. "Gender and Romantic-Love Roles." Sociological Quarterly 32, no. 4 (December 1, 1991): 575–91. http://dx.doi.org/10.1111/j.1533-8525.1991.tb00155.x.

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43

Nikbakht Nasrabadi, Alireza, Ali Montazeri, Hasan Eftekhar Ardebili, Setareh Homami, Yousef Karimi, Saharnaz Nedjat, Mahdi Moshki, and Ali Akbar Mansourian. "Exploring Gender-Based Sibling Roles." Journal of Family Issues 37, no. 5 (March 25, 2014): 692–716. http://dx.doi.org/10.1177/0192513x14526875.

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44

Berridge, Damon, Roger Penn, and Mojtaba Ganjali. "Changing Attitudes to Gender Roles." International Sociology 24, no. 3 (April 28, 2009): 346–67. http://dx.doi.org/10.1177/0268580909102912.

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This article examines changes in attitudes to gender roles in contemporary Britain by using a first-order Markov process in which cumulative transition probabilities are logistic functions of a set of personal and socioeconomic characteristics of respondents. The data are taken from the British Household Panel Study (BHPS). The attitudinal responses examined take the form of ordinal responses concerning gender roles in 1991 and 2003. The likelihood function is partitioned to make possible the use of existing software for estimating model parameters. For the BHPS data, it was found that, depending on the value of the response in 1991, a variety of factors were important determinants of attitudes to gender roles by 2003.

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45

Street, Sue, Jeffrey D. Kromrey, and Ellen Kimmel. "University faculty gender roles perceptions." Sex Roles 32, no. 5-6 (March 1995): 407–22. http://dx.doi.org/10.1007/bf01544605.

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46

Signorielli, Nancy. "Children, television, and gender roles." Journal of Adolescent Health Care 11, no. 1 (January 1990): 50–58. http://dx.doi.org/10.1016/0197-0070(90)90129-p.

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47

Smith, Stephen C., Jon B. Ellis, and Trisha A. Benson. "GENDER, GENDER ROLES AND ATTITUDES TOWARDS VIOLENCE: ARE VIEWPOINTS CHANGING?" Social Behavior and Personality: an international journal 29, no. 1 (January 1, 2001): 43–47. http://dx.doi.org/10.2224/sbp.2001.29.1.43.

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Androgyny is a gender role that has several positive characteristics such as adaptive coping strategies and less violent viewpoints. To examine the relationship between gender, gender roles, and attitudes towards violence, 161 individuals were administered the Bem Sex Role Inventory and a violence questionnaire. It was hypothesized that a significant number of non-androgynous people would have a great predisposition towards violence. The mean violence score was higher for men than for women, however, there was no difference between androgynous individuals and others. There were no significant interaction effects. Results are surprising when compared to previous research. It may be that more and more people, regardless of their interpersonal style, are moving towards a view which does not condone violence.

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48

Williams, Dmitri, Mia Consalvo, Scott Caplan, and Nick Yee. "Looking for Gender: Gender Roles and Behaviors Among Online Gamers." Journal of Communication 59, no. 4 (December 2009): 700–725. http://dx.doi.org/10.1111/j.1460-2466.2009.01453.x.

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49

Mills, Melinda. "Gender Roles, Gender (In)equality and Fertility: An Empirical Test of Five Gender Equity Indices." Canadian Studies in Population 37, no. 3-4 (December 31, 2010): 445. http://dx.doi.org/10.25336/p6131q.

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The division of gender roles in the household and societal level gender (in)equality have been situated as one of the most powerful factors underlying fertility behaviour. Despite continued theoretical attention to this issue by demographers, empirical research integrating gender roles and equity in relation to fertility remains surprisingly sparse. This paper first provides a brief review of previous research that has examined gender roles and fertility followed by a comparison of six prominent gender equality indices: Gender-related Development Index (GDI), Gender Empowerment Measure (GEM), Gender Gap Index (GGI), Gender Equality Index (GEI), the European Union Gender Equality Index (EU-GEI) and the Social Institutions and Gender Index (SIGI). The paper then tests how five of these indices impact fertility intentions and behaviour using a series of multilevel (random-coefficient) logistic regression models, applying the European Social Survey (2004/5). The GDI, with its emphasis on human development, adjusted for gender, has the strongest and significant effect on fertility intentions. The EU-GEI, which focuses on the universal caregiver model, uncovers that more equity significantly lowers fertility intentions, but only for women. The remaining indicators show no significant impact. The paper concludes with a reflection and suggestions for future research.

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50

Boediarsih, Boediarsih, Zahroh Shaluhiyah, and Syamsulhuda Budi Mustofa. "Persepsi Remaja tentang Peran Gender dan Gender Seksualitas di Kota Semarang." Jurnal Promosi Kesehatan Indonesia 11, no. 1 (January 17, 2016): 28. http://dx.doi.org/10.14710/jpki.11.1.28-37.

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ABSTRACTBasically, women and men differ in physical characteristics, however, the difference and a problem when used as an injustice, conflict, suppression and oppression, which raises the existence of injustice and inequality. The aim of research to identify factors that influence adolescent perceptions of gender roles and gender sexuality. Quantitative research with cross sectional approach. A sample of 395 taken by simple random sampling of High School students of class XI in Semarang. Retrieving data using a structured questionnaire. univariate analysis with frequency distribution, bivariate with chi square and multivariate regression logistic. The research showed respondents have a good perception of gender roles and gender sexuality is 51,6% , there is a relationship between the origin of living, sex, peer influence and experience sexuality in dating to the perception of gender roles and gender sexuality in respondents. And sex is the dominant variable contributes.Keywords: adolescence, perception, gender roles, gender sexuality.

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Journal articles on the topic 'Gender and gender roles'

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