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Dissertations / Theses on the topic 'Gender role expectations'
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Schwendenman, Diane. "Gender Role Expectations of Classroom Teachers." University of Dayton / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1337199263.
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Kuroiwa, Kelly J. "The gender-gap in educational expectations." Virtual Press, 2002. http://liblink.bsu.edu/uhtbin/catkey/1236374.
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This study utilizes the 10th-12th-grade panel from the National Educational Longitudinal Study (NEIS:88) to examine the gender-gap in educational expectations. The study uses regression analysis to determine whether background, academic, social, and career variables affect educational expectations differently for males and females and whether these differences can explain the gender-gap in educational expectations. Socio-economic status and having professional career aspirations have stronger effects on educational expectations for males. However, no significant sex differences were found in the effects of academic ability and achievement, parents' expectations, or peer engagement on students' educational expectations. The results also indicate that females have higher educational expectations because they have higher academic ability and achievement; parents and peers have higher expectations for them, and they are more likely to have professional career aspirations than their male peers.Department of Sociology
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Myo, Thwin Guest Philip. "Differentials in gender role expectations in marriage among youth in Yangon Division, Myanmar /." Abstract, 2007. http://mulinet3.li.mahidol.ac.th/thesis/2550/cd404/4938535.pdf.
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Johansson, Sandra. "Spineless Men and Irrepressible Women? : Gender Norm Destabilizing Performances in The Scarlet Letter and My Ántonia." Thesis, Umeå universitet, Institutionen för språkstudier, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-104363.
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Both The Scarlet Letter by Nathaniel Hawthorne and My Ántonia by Willa Cather depict characters that perform non-traditional gender roles. In these novels, there are expectations about how women and men should act. The purpose of this comparative study is to look at how the female and male protagonists’ actions correspond to, or differ from, these expectations and if they do so in similar ways. The analytical approach is based on Judith Butler’s theory of gender performance. This study also examines in what ways the characters’ actions conflict with, or conform to, social norms of the time by investigating the social expectations for women in the Puritan society and in the late nineteenth century. Even though the settings are separated by two hundred years, this study shows that the protagonists challenge traditional gender role norms in similar ways and that both female protagonists show a feminist desire to exist outside the binary understanding of gender.
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Pessin, Léa. "Changing gendered expectations and diverging divorce trends : three papers on gender norms and partnership Dynamics." Doctoral thesis, Universitat Pompeu Fabra, 2016. http://hdl.handle.net/10803/392631.
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The dissertation addresses how changes in gender norms influence demographic behaviors. It is composed of three articles. The first focuses on the macro-micro association between regional gender norms and couples' divorce risk in the United States. Using event-history analysis, I find a reverse U-shaped relationship between gender norms and marital instability. The second article turns to the relationship between female education and marital instability over the past five decades in the United States. The results show that, in recent years, college-educated women have a higher risk of entry into marriage along with a lower propensity to divorce than their less-educated counterparts. The third article uses the migration experience as a natural experiment to study the effects of gender norms on gender role attitudes. Applying cross-classified multilevel models to a sample of first- and second-generation immigrants, results show that origin-country gender norms are significantly associated with immigrants' gender attitudes.Aquesta tesi investiga com els canvis en les normes de gènere influeixen en comportaments demogràfics d’escala general. Està dividida en tres articles. El primer estudia l’associació macro-micro entre les normes de gènere a nivell regional als Estats Units i el risc de divorci. Emprant un model d’anàlisi d’esdeveniments, es troba una relació en forma de U inversa entre les dues variables. El segon article s’enfoca en la relació entre l’educació de les dones i l’estabilitat del matrimoni en els darrers últims anys als Estats Units. Els resultats demostren que les dones amb grau universitari tenen una probabilitat més alta d’entrar en una relació matrimonial i, a la vegada, una menor propensió al divorci comparat amb dones amb nivells d’educació inferiors. El tercer article utilitza l’experiència migratòria com un experiment natural per estudiar els efectes de les normes de gènere sobre les actituds envers els rols de gènere en les parelles. Aplicant models estadístics multinivell de classificació creuada (“cross-classified”) a una mostra d’immigrants de primera i segona generació s’obtenen resultats que demostren una relació significativa entre les normes de gènere en el país d’origen i les actituds de gènere dels immigrants.
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Purvis, Carillon Ruth Cameron, and University of Lethbridge Faculty of Education. "The effect of gender-role stereotyping on the career aspirations and expectations of pre-adolescent children of high intellectual ability." Thesis, Lethbridge, Alta. : University of Lethbridge, Faculty of Education, 1987, 1987. http://hdl.handle.net/10133/4.
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Although the movement of women into the Canadian labor force has been increasingly steady over the past three decades, the number of women occupying positions of power, prestige and leadership within their fields remains low in comparison to that of men. In theory, virtually all careers and levels within those careers should be available to both males and females, but this availability is not always perceived to be real. The desire to reveal why this is so provides the impetus for this study.
Career patterns are influenced by a variety of forces, one of which is gender-role stereotypes. A greater understanding of the roles these stereotypes play in career aspirations is the goal of this study. One hundred male and female pre-adolescent students of high and average intellectual ability were surveyed by means of a questionnaire to determine the effect of gender-role stereotypes on their career aspirations and expectations. Correlations, analyses of variance, and qualitative data provided the statistical and descriptive information for interpretation.
The principal finding of this study was that the influence of gender-role stereotypes on pre-adolescent children was confirmed, even across ability groups. Stereotypical attitudes were unrelated to intellectual ability, as high and average ability groups conformed to traditional attitudes exhibited toward the sexes. However, there did seem to be a trend towards a more androgynous attitude among the females than among the males, particularly high achieving males. High ability males showed a trend towards exaggerated stereotypical attitudes in comparison to the other subject groups. Furthermore, high ability students generally had more to say and exhibited more confidence (particularly the high ability males) in their responses.
This study may provide an increase in awareness and understanding of any real or perceived barriers to achievement and thus eventually lead to greater opportunities and personal fulfillment for both males and females.xi, 117 leaves ; 28 cm
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Catraio, Christine. "The Role of Gender, Race, Ethnicity, and Parental Education in Urban Adolescent Career Development." Thesis, Boston College, 2011. http://hdl.handle.net/2345/3215.
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Thesis advisor: James R. MahalilkThe disparities that are prevalent in urban environments have a profound impact on the educational and career trajectories of urban minority youth. In the interest of promoting the success among urban minority youth, it is critical to understand the influence of contextual factors on career development. Urban students of color observe and experience disparities based on gender, race, ethnicity, and parental education (Chang, Chen, Greenberger, Dooley, and Heckhausen, 2006; Fassinger, 2008). A major theoretical framework that has been used to address contextual factors in career development is Social Cognitive Career Theory (SCCT); (Lent, Brown, and Hackett, 1994). The current study examines the socio-contextual variables of gender, race, ethnicity, and parental education (and their interactions) in predicting adolescents' perceptions of barriers to academic and career goals, expectations of reaching goals, and engagement in career planning activities. Archival data was used from a larger longitudinal study that was conducted during the implementation of a vocational program [called Tools for Tomorrow] that was offered at two public high schools in a Northeastern city for three years (Kenny, Blustein, Haase, Jackson, and Perry, 2006). There were 208 participants with a mean age of 14 (57% females and 43% males). Hierarchal multiple regressions revealed that boys, Latino/a students, and low levels of parental education were significantly associated with lower expectations about reaching goals. An exploratory analysis was conducted with three specific ethnic groups: African American, Caribbean, and Latino/a students. Among the findings, African American girls were more likely to engage in career planning activities. This study is among the few that explore the career development of Caribbean adolescents and differentiates the experiences of students of color in career related cognitions and behavior. Limitations for this study and implications for future research, education, and vocational interventions are discussed
Thesis (PhD) — Boston College, 2011
Submitted to: Boston College. Lynch School of Education
Discipline: Counseling, Developmental, and Educational Psychology
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Amarin, Nancy Lillian, and Norina Reis. "A correlation analysis of parental expectations, mentoring, and gender socialization on women's self-efficacy." CSUSB ScholarWorks, 2003. https://scholarworks.lib.csusb.edu/etd-project/2389.
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This study investigated social influences believed to have an impact on the development of women's self-efficacy. The independent variables examined included parental expectations, gender role socialization, and mentoring. A questionnaire with both ordinal and nominal questions was administered to 196 female undergraduates attending California State University, San Bernardino and California State Polytechnic University, Pomona. The sample was predominantly Caucasian (35,2 percent) and Hispanic (33.7 percent), with a median age of 20. Participants answered 57 questions, consisting of demographic questions, measures of self-efficacy and three independent variables. Pearson r analysis found positive significant correlations between self-efficacy and all three variables. The implications for social work and recommendations for social work policy, practice, and research are discussed.
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Asplund, Victoria, and Lind Fredriksson. ""Vi kvinnor får vara med, under förutsättningen att vi beter oss som männen" : En kvalitativ studie om kvinnliga chefers upplevelser av könsskapande inom den mansdominerade IT-branschen." Thesis, Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-56002.
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The aim of this study was to examine how our way of doing gender affect female managers in the male-dominated IT organizations and how the female managers handle the consequences they entail. The study is based on a qualitative research approach where we gathered empirical data through semi-structured interviews. In this study, six respondents with varying experiences of management role within the IT organizations participated. The results are analyzed with the help of previous research and the theoretical framework which included Pierre Bourdieu's theory masculine domination and the West and Zimmerman's theory doing gender. In our study, we concluded that female managers in the male-dominated IT organizations feel the need to adapt to a greater degree than their male counterparts. As a result of the contradictions that exist in the female gender norms versus the role expectations placed on managers, who have a male character, women need to downplay their femininity, including by adjusting their language.
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Hollist, Julie. "The Ideal Mormon Woman: An Analysis of Ensign Articles and Comparison to LDS Women's Perceptions of Gender Role Expectations." DigitalCommons@USU, 2008. https://digitalcommons.usu.edu/etd/220.
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This study was conducted to identify what principles leaders of The Church of Jesus Christ of Latter-day Saints were teaching women about their gender roles and expectations from 2000 through 2007, and to investigate whether age, marital status, or media exposure correlated with women's perceptions of levels of importance of those concepts to both their leaders and to themselves personally. This study used deductive and inductive framing analyses to examine visiting teaching messages and General Conference Relief Society talks published in the Ensign, the official magazine of The Church of Jesus Christ of Latter-day Saints. The study built on those results to create a survey conducted with LDS women living in Cache Valley, Utah, in 2008. Survey results provided insight into levels of importance LDS women living in Cache Valley assigned to doctrinal and cultural concepts surrounding the "ideal Mormon woman." The doctrine reflected an overwhelming emphasis on both inner spiritual characteristics and religiously motivated actions. Lack of correlation between exposure to either visiting teaching messages or General Conference talks and what the women said Church leaders thought was important indicated some disconnect between what was being taught and what the LDS women reported. Although leaders' priorities were revealed by the frequency with which they taught individual components of the doctrine, the women did not recognize those priorities. Instead, they perceived that nearly everything was very important or important to their leaders. The women also indicated that although religiously motivated actions were very important, inner spiritual characteristics were even more important to them personally. Although the women reported inner spiritual characteristics as more important, they were also taking on responsibilities for those behaviors that may be more visible and easily compared to others. Exposure to General Conference talks correlated highly with how important survey items were to the women personally, which may indicate a channel of communication that is working for Church leaders. Statistically significant correlations in women's perceptions about what their leaders think and what they think personally were also found according to age and marital status, but there are not consistent trends that can be easily summarized.
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Laird, Susan E. "How Latinas’ views of campus climate and gender role expectations contribute to their persistence at a two-year Hispanic serving institution." Diss., Kansas State University, 2014. http://hdl.handle.net/2097/18692.
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Doctor of PhilosophyDepartment of Special Education, Counseling and Student Affairs
Linda P. Thurston
This qualitative case study with multiple participants explored how the perception of campus climate and gender role expectations contributes to Latinas’ persistence at a two-year Hispanic Serving Institution (HSI) in the Midwest. Guided by the work of Hurtado and Carter (1997) and social support theory (Sarason & Sarason, 1985), various aspects of the college experience both inside and outside the classroom were examined. In-depth interviews were conducted in order to gain insight into those viewpoints that influenced the desire to enroll and persist in college and how these perspectives shaped commitment and sense of belonging to the institution. Prominent themes that emerged were: the significance of family support and the need to stay close, the impact of student identity and the importance of positive faculty-student interaction. The results indicated that immigration status, the desire to make family proud, and support from family and instructors that offered words of encouragement served to motivate students to persist and graduate. Additional prominent findings revealed that the perception regarding academic environment including the need for positive academic advising experiences, involvement in organizational memberships, particularly with the Hispanic American Leadership Organization (HALO) and activities that embrace the diverse student population and incorporate varying perspectives affect perceptions of campus climate and commitment to the institution. Participants identified those programs and services on campus that best serve the needs of Latinas and have the most impact on a positive college experience. The results contribute to the research addressing campus climate and sense of belonging for Latino/a students overall, and offers unique insights from the perspective of Latinas attending a two-year HSI that is lacking in the body of literature. Implications for practice and future research are identified.
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Ramday, Morna B. "Man up : a study of gendered expectations of masculinity at the 'fin de siècle'." Thesis, University of St Andrews, 2014. http://hdl.handle.net/10023/5551.
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The main themes of this thesis are masculinities, fluctuations in socially constructed gender roles at the fin de siècle and how a number of cathartic issues influenced these. The strongest of these issues was the New Woman Question which, while demanding developments for women, threatened the stability of Victorian gender norms. This forced both sexes to rethink and renegotiate their positions within society. Women sought options that would free them from the vagaries of the marriage market and looked to move into a more public sphere. Many saw this as a threat to the patriarchal status quo and the debates that ensued were many and vociferous. In response to this, men had to look within and question various modes of masculinity and manliness that they had previously taken for granted and that they now viewed as under threat. The fin de siècle was a time of major gender upheaval which, I propose, is reflected in its literature. I intend to explore the anxieties of both genders by examination of the selected texts which cover pertinent aspects of the similarities and contrasts in the way male and female authors negotiate masculinities in relation to social and gendered spaces. In this way, I hope to investigate the underlying themes which inform the novels. I aim to research reasons for disparity in approaches to gender issues, to highlight the importance of masculinities in relation to gendered positions in fin-de-siècle discourses and to show why relations between the sexes had to evolve.
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Almqvist, Anna-Lena. "The care of children : A cross-national comparison of parents’ expectations and experiences." Doctoral thesis, Umeå : Department of Sociology, Umeå University, 2005. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-471.
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Nord, Ellen, and Emma Svensson. "Kriminalvårdarens yrkesroll : En kvalitativ studie om kriminalvårdares upplevelser om vilka förväntningar som finns på deras yrkesroll." Thesis, Högskolan i Skövde, Institutionen för hälsovetenskaper, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:his:diva-19697.
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En kriminalvårdare bemöter många olika förväntningar på sig i sin yrkesroll, och att veta vad som förväntas av en är en viktig faktor för arbetsmiljön och hälsan. Därav är syftet med denna studie att undersöka kriminalvårdares upplevelser om vilka förväntningar som finns på deras yrkesroll inom organisationen och vilka negativa konsekvenser detta kan medföra. Studien tillämpar också frågan i ett genusperspektiv och studerar om förväntningarna skiljer sig åt mellan kvinnor och män. Teoretiska utgångspunkter som används i studien är det dramaturgiska perspektivet, genusteorier, emotionellt arbete,konformitet samt ingrupp- och utgrupp. Metoden som används är en kvalitativ metod i form av semistrukturerade intervjuer där tio respondenter mellan 23 – 50 år deltar. Därefter görs en analys med hjälp av tematisk analysmetod. Resultatet visar att det finns motstridiga förväntningar på yrkesrollen i form av en vårdande roll samt en kontrollerande roll. Det framkommer att genusskillnader finns på så sätt att manliga kriminalvårdare förväntas inta den kontrollerande rollen medan den kvinnliga förväntas inta den vårdande rollen. Resultatet visar att förväntningarna medför negativa konsekvenser för den enskilde kriminalvårdaren i form av emotionella påfrestningar samt att de kan behöva gå emot sina egna värderingar. Negativa konsekvenser visar sig också i form av konflikter inom personalgruppen där det uppstår vi-mot-dem.A prison guard meets many different expectations in his or her professional role, and to knowing what is expected of yourself is an important factor for the work environment and health. Therefore, the purpose of this study is to examine prison guard’s perceptions of what expectations there are of their professional role within the organization and what negative consequences this may entail. The study also applies the issue in a gender perspective and studies whether expectations differ between women and men. Theoretical starting points used in the study are the dramaturgical perspective, gender theories, emotional work, conformity and in-group and out-group. The method used is a qualitative method in terms of semi-structured interviews in which ten respondents between the ages of 23-50 participate. Then an analysis is made using a thematic analysis method. The results show that there are conflicting expectations of the professional role in terms of a caring role and a controlling role. It appears that gender differences exist in such a way that male prison guards take the controlling role while the female guards takes the caring role. The results show that the expectations have negative consequences for the individual prison guard in terms of emotional strain guard and they also have to go against their own values. Negative consequences also manifest themselves in terms of conflicts within the working group where we-against-them occurs.
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Knowles, Magaretha Hubrecht. "A narrative analysis of educators’ lived experiences of motherhood and teaching." Diss., University of Pretoria, 2008. http://hdl.handle.net/2263/25236.
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Promoting gender equality and equity remain an important goal for schools in South Africa, and strides have been made in many areas to reduce inequalities. Local and international legislative and policy frameworks create a context within which unfair discrimination can be curtailed, but these, albeit important, are not entirely sufficient, and inequities persist based on perceptions regarding motherhood and teaching. There is a need to address practices at grassroots level, where historical stereotyping and procedures have become entrenched in the system. For female teachers to experience meaningful equality, these underlying issues need to be addressed and this cannot be achieved through legislative processes. What is required is that the whole process of socialisation into sex roles needs to be addressed. This study sets out to analyse and describe the world of mother teachers, and to explore how entrenched assumptions, cultural values and beliefs impact on the meaningful construction and harmonisation of the dual role of mother and teacher. The professional woman who becomes a mother finds herself faced with the dual role of mother and professional and the result is that conflicting and complementary dimensions emerge that makes the pressure to meet all expectations overwhelming. These mother teachers consistently try to be what they think ‘others’ want them to be and, therefore, they often have not come to terms with who they are. Their life become a life to please ‘others’ and because they cannot please everybody, they experience feelings of failure. This study came to understand that the mother teachers’ will experience ambivalence and discomforts concerning their attempts to balance their personally constructed multiple roles successfully when they do not accept themselves fully as women with special talents, competencies and attributes. Supportive behaviour from the state, school principals and fathers is needed. However, mother teachers themselves are the main source for self-actualisation. Unfortunately, when mother teachers cannot accept themselves for who and what they are, no support system will be able to help them to feel successful about being both homemakers and professionals. I was interested in what each participant’s experiences of motherhood and teaching were; how she expressed herself in conveying these experiences; and consequently, the meaning she attached to her experiences. The research problem, and the nature of the information sought, suggested the use of three distinct methods, namely (1) the narrative interview; (2) reflexive journal entries; and (3) observational field notes. After these three data collection methods had been conducted, coding of the information gathered took place to facilitate analysis and interpretation. From the findings, I believe that these mother teachers will only find themselves and fulfil their place in society once they are able to redefine their own perceived role expectations of society when fulfilling personally constructed multiple role expectations.Dissertation (MEd (Educational Management, Law and Policy))--University of Pretoria, 2008.
Education Management and Policy Studies
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Hammer, Aimee Tovah. "Factors That Contribute to Dyadic Synchrony Among Young Latina Mothers and Their Toddlers: The Role of Maternal Behavior and Child Characteristics." Kent State University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=kent1511188567427857.
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Paxton, Rae-Julie. "Adolescent girls living in Rustenburg : gender roles, gender relations and future expectations as women." Thesis, Stellenbosch : Stellenbosch University, 2005. http://hdl.handle.net/10019.1/50247.
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Thesis (MPhil)--Stellenbosch University, 2005.ENGLISH ABSTRACT: Arguing from a social constructionist perspective and using a qualitative methodology the aim of the present study was to explore different dimensions of gender amongst a group of adolescent girls between the ages of 14 and 18 years living in Rustenburg, South Africa. More specifically it explores and describes the following aspects of gender amongst these girls: (a) how young adolescent girls living in Rustenburg perceive gender roles in general and how they perceive their own roles in particular (b) their gender relations with other adolescents and (c) their views on and expectations of the future as women. The rationale for selecting Rustenburg as the geographical area of research is due to its semi-rural location. While rural communities are generally perceived to be more conservative than urban areas they do not escape modernizing influences such as the mass media. An underlying theme of the present study is thus to ascertain whether or not the girls in Rustenburg still have relatively conservative perceptions regarding gender. The fmdings of the present study reveal that the participants have broken away from conforming to traditional roles assigned to women and would like to combine new modem roles with existing traditional roles. It is also clear that the mass media has a considerable influence in this regard. According to the respondents society values .a woman that can succeed in being a good mother, wife and home-keeper as well as being a career woman. Most of the participants want to fulfil these multiple roles. The advantages of being career women, according to these participants, are that such women are independent and fmancially self-reliant. Regarding gender relations, friendships with girls and boys are of equal importance to the respondents. On the one hand sufficient common ground exists to interact comfortably with boys, while on the other hand interacting with boys is seen as useful in obtaining insight into the life world of boys. However, a general opinion held by the girls is that they feel more comfortable to discuss more personal and intimate topics with their girl friends. Relationships with younger girls and factors influencing popularity among girls were also explored as themes. Future expectations that are shared by participants are that they would like to complete their school education and attend a technikon or university to further their education. Their future career expectations cover a wide range of occupational choices. Most of the participants want to get married in future - the ages varying between 25 and 30. They would also like to have children but only once they have established a good career. Their main concerns for the future are whether or not there will be job opportunities for them in the careers that they want to pursue.
AFRIKAANSE OPSOMMING: Die doel van hierdie studie was om ondersoek in te stel na die volgende aspekte van 'n veelrassige groep adolessente meisies in Rustenburg se opvattings m.b.t. gender: (a) hul opvattings oor genderrolle in die algemeen en hul eie rolle in besonder; (b) hul genderverhoudings met ander adolessente; en (c) hul sienings oor en verwagtings van die toekoms. Die studie is gegrond in 'n sosiaal-konstruksionistiese perspektief en het gebruik gemaak van 'n kwalitatiewe metodologie. Indiwiduele onderhoude sowel as fokusgroepsessies is onderneem met 10 meisies tussen die ouderdomme van 14 en 18 jaar. Rustenburg is as geografiese area gekies weens die semi-landelike aard van die gemeenskap. Alhoewel landelike gemeenskappe dikwels as meer konservatief beskou word as stedelike areas spring hul nie moderniserende invloede soos die massamedia vry nie. 'n Onderliggende tema van die studie was dus on te bepaal of die meisies in Rustenburg not steeds relatief konserwatiewe genderopvattings het. Die studie het bevind dat respondente nie meer volledig konformeeraan tradisionele rolle wat aan vroue toegeskryf word nie en graag nuwe moderne rolle wil kombineer met bestaande tradisionele rolle. Dit is ook duidelik dat die massamedia 'n groot invloed het in hierdie verband. Volgens die respondente word 'n vrou wat suksesvol is as goeie moeder, eggenoot en tuisteskepper sowel in 'n loopbaan hoog gewaardeer. Die meerderheid van die respondente wil hierdie meervoudige rolle vervul. Volgens die respondente is die voordeel van 'n loopbaan vir vroue daarin geleë dat hulle onafhanklik en fmansieël selfonderhoudend kan wees. Met betrekking tot genderverhoudings is bevind dat vriendskappe met meisies en seuns ewe belangrik is vir die respondent. Aan die een kant bestaan daar voldoende gemeenskaplike belangstellings om gemaklik met seuns te kommunikeer, terwyl interaksie met seuns aan die ander kant ook nuttige insigte bide in die leefwêreld van seuns. Die algemene mening van die meisies is egter dat hul meer op hul gemak voel om persoonlike en intieme sake met hul meisievriende te bespreek. Daar is ook ondersoek ingestel na die verhoudings met jonger meisises sowel as faktore wat die gewildheid van meisies bepaal. 'n Gemeenskaplike toekomsverwagting van die respondente is dat hulle hul skoolopleiding wil voltooi en daarna tersiêre opleiding aan 'n universiteit of technikon wilondergaan. Hulle het egter uiteenlopende loopbaanverwagtings. Die meerderheid wil in die toekoms in die huwelik tree - met ouderdomme wat wissel tussen 25 en 30. Hulle wilook kinders hê, maar slegs nadat hul gevestig is in 'n goeie loopbaan. 'n Belangrike besorgdheid oor die toekoms is egter of daar voldoende werksgeleenthede sal wees in die loopbane wat hul wil volg.
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Dreber, Almenberg Anna. "Determinants of economic preferences." Doctoral thesis, Handelshögskolan i Stockholm, Samhällsekonomi (S), 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:hhs:diva-430.
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Tomlinson, Diane C. "Perceptions of Selected Stakeholders Regarding Enrollment in Career and Technical Education Courses and Programs that are Non-traditional by Gender." Diss., Virginia Tech, 2019. http://hdl.handle.net/10919/90786.
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The Career and Technical Center in Coalfield County School Division (pseudonym) has maintained a history of student enrollment in career and technical education (CTE) courses and programs that are traditional by gender. That history has changed very little over the years, and students, both male and female, continue to enroll in CTE courses at the career center that are traditional for their gender. This trend persists despite Virginia Department of Education support for non-traditional enrollment and Carl D. Perkins Act legislation which encourages non-traditional enrollment in CTE.
The purpose of this qualitative research was to explore the perceptions of students, parents, teachers, administrators and counselors about student enrollment at the career center in CTE courses that are non-traditional. Through the use of individual interviews, the researcher gathered information from participants regarding their perceptions about barriers to non-traditional enrollment in CTE and also obtained participants' ideas about strategies for increasing non-traditional enrollment in CTE courses, courses that have the potential to positively impact students' career opportunities along with successful entrance into the work force. The results of this research will be shared with the school division as a potential resource for increasing non-traditional enrollment in CTE courses and programs at the career center.Doctor of Philosophy
The Career and Technical Center in Coalfield County School Division (pseudonym) has maintained a history of student enrollment in career and technical education (CTE) courses and programs that are traditional by gender. That history has changed very little over the years, and students, both male and female, continue to enroll in CTE courses at the career center that are traditional for their gender. This trend persists despite Virginia Department of Education support for non-traditional enrollment and Carl D. Perkins Acts legislation which encourages nontraditional enrollment in CTE. The purpose of this qualitative research was to explore the perceptions of students, parents, teachers, administrators and counselors about student enrollment at the career center in CTE courses that are non-traditional. Through the use of individual interviews, the researcher gathered information from participants regarding their perceptions about barriers to nontraditional enrollment in CTE and also obtained participants’ ideas about strategies for increasing non-traditional enrollment in CTE courses, courses that have the potential to positively impact students’ career opportunities along with successful entrance into the work force. The results of this research will be shared with the school division as a potential resource for increasing nontraditional enrollment in CTE courses and programs at the career center.
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Parra, Marcela Ortega. "Sociocultural, resilience, persistence and gender role expectation factors that contribute to the academic success of Hispanic females." Diss., Manhattan, Kan. : Kansas State University, 2007. http://hdl.handle.net/2097/353.
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Säll, Anna, and Kim Tjernqvist. "Under det grå täcket : En intervjustudie om unga tjejer och hårt sex." Thesis, Malmö universitet, Centrum för sexologi och sexualitetsstudier (CSS), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-43157.
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Syftet med denna studie är att belysa synen på begreppet “hårt sex” bland unga tjejer som har sex med killar. Fokus ligger på unga tjejers förhållningssätt till “hårt sex” som diskursivt fenomen samt till samtycke och pornografi. Datainsamlingen har skett genom tre kvalitativa semistrukturerade fokusgruppsintervjuer med totalt tio tjejer i åldern 15-19 år. Det empiriska materialet har analyserats utifrån socialkonstruktivistiska teorier och begrepp rörande makt, sexuella värdehierarkier, respektabilitet och femininitet. Resultatet visar att unga tjejer idag ser på “hårt sex” som en normaliserad typ av sexuell praktik, men att denna även omgärdas av komplexa ideal kring bland annat femininitet. Resultatet visar också hur brist på kommunikation i sexuella möten leder till skapande av strategier kopplade till samtycke och rollförväntningar mellan tjejer och killar. Vidare visar resultatet att internet spelar en unik roll för formandet av sexuella ideal bland unga tjejer, där influencers, porr och memes är exempel på inflytelserika källor.The aim of this study is to illustrate the perception of the concept “hard sex” among young women who have sex with men. Emphasis lies on young womens’ approach to “hard sex” as a discursive phenomenon but also to consent and pornography. Data was collected in three qualitative semi-structured focus group interviews with ten girls in total, aged 15-19. The empirical findings were then analyzed within social constructivist theories and concepts regarding power, hierarchies of sexual value, respectability and femininity. The results shows that young girls perceive “hard sex” as a normalized type of sexual practise, but also that this is surrounded by complex ideals about e.g. femininity. The results also show that lack of communication in sexual encounters leads to a creation of strategies linked to consent and role expectations between young women and men. Furthermore, the result show that internet plays an unique role in the creation process of sexual ideals among young women, where influencers, pornography and memes are examples of influential sources.
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Fagerudd, Rosanna, and Emma Sjögren. "In the hands of a controlling leader? Implications for employee well-being from a gender perspective." Thesis, Umeå universitet, Institutionen för psykologi, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-159663.
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Leaders engaging in controlling leadership behaviours (CLB) has been connected to followers perceiving their basic needs thwarted. However, little research has been made in the organizational field to understand the implications of controlling leadership behaviours for employee well-being. The present study aimed to clarify this relation through understanding controlling leadership behaviours’ influence on employee health, as well as investigate the impact of both leader and employee gender on employees’ perception of controlling leadership behaviours. A sample of 818 employees, representing the Swedish labour market, completed a questionnaire including measures of perceived controlling leadership behaviours and well-being in terms of self-rated health, burnout, self-rated job satisfaction and vigour. Results confirmed the notion that leaders’ controlling leadership behaviours, like other negative leadership behaviours, is associated with lowered well-being. Results also indicate that male employees perceive male leaders as more controlling than female employees do, while female leaders are perceived as equally controlling by both male and female employees. The gender of leaders exhibiting controlling leadership behaviours seem to have no association with employee well-being. The implications of gender on controlling leadership behaviours is still a question unanswered. Future studies should therefore continue exploring both leader and employee gender influence on CLB.Ledare som använder sig av kontrollerande ledarskapsbeteenden har visat sig underminera basala psykologiska behov hos sina följare. Trots detta saknas det forskning på hur chefers kontrollerande ledarskapsbeteenden påverkar anställda. Denna studie syftade till att klargöra hur kontrollerande ledarskapsbeteenden påverkar anställdas hälsa, och undersöka hur såväl anställdas kön och chefens kön påverkar de anställdas uppfattning av chefens kontrollerande ledarskapsbeteenden. Ett randomiserat urval på 818 arbetstagare svarade på frågor om uppfattat kontrollerande ledarskapsbeteenden hos sin chef och självskattad hälsa i termer av självskattad hälsa, utbrändhet, arbetstillfredsställelse och arbetsenergi. Resultaten bekräftade att kontrollerande ledarskapsbeteenden hos chefer är relaterat till sämre hälsa och arbetsprestation hos de anställda, samt ökar viljan att sluta. Manliga anställda uppfattar manliga chefer som mer kontrollerande jämfört med sina kvinnliga kollegor, medan kvinnliga chefer uppfattas lika kontrollerande av både manliga som kvinnliga anställda. Den kontrollerande chefens könstillhörighet var inte associerat med anställdas mående. Hur könsaspekter påverkar kontrollerande ledarskapsbeteenden är fortfarande inte klarlagt. Framtida studier bör därför fortsätta undersöka hur både chefens och den anställdas kön influerar CLB.
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Lin, Yi Hsiu, and 林怡秀. "Gender difference on nonverbal sensitivity: Due to power differentials or different social role expectations?" Thesis, 2009. http://ndltd.ncl.edu.tw/handle/56197164068605811235.
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碩士國立政治大學
心理學研究所
97
Nonverbal sensitivity refers to the ability to accurately detect and decode nonverbal cues communicated by others. Past research showed that women enjoy superior nonverbal sensitivity over men. Power perspective and social role theory each provides explanations for women's superior nonverbal sensitivity. Power perspective suggests that due to the lack of power in the society, women count on their nonverbal sensitivity to get what they want and for protection. Social role theory suggests that women are more likely to be in or are usually expected to be in caretaker roles, which require their attending to others' verbal or nonverbal cues. As a result, women develop superior nonverbal sensitivity compared to men. We designed an experimental study to test explanations offered by power perspective and social role theory. In the experiment, two individuals were told to collaborate on a task either required them to be in the provider role mode (focusing on earning money) or caretaker role mode (focusing on taking care of others). Power difference was manipulated by assigning one of the two individuals to be a leader and the other follower in this task. Interactions were recorded upon participants’ consent. After interaction, the participants were asked to interpret nonverbal cues in their interaction. They were also told to view four video clips, and then report and interpret nonverbal cues in each video clip. The results suggest that nonverbal sensitivity in interaction can be best accounted for by explanations consistent with the power perspective. The powerful was better at “B sees Self” nonverbal sensitivity, and the powerless was better at “B sees Me” nonverbal sensitivity, consistent with motivational explanations. In addition, we found a three-way interaction of participant sex, power, and social role, suggesting that women had the best “B sees Me” sensitivity when they had no power and were in the provider role. And men showed the best “B sees Self” sensitivity when they had power and were in the provider role. The three-way interaction finding is consistent with predictions made by expectation states theory. However, when viewing four video clips, participants in the caretaker role had better nonverbal sensitivity than those in the provider role. Motivation was offered to account for the differential effects of power and social roles. By analyzing clips of the dyadic interactions, we found that the powerful showed more leader behavior such as deciding discussion direction, and the powerless showed more follower behavior such as stammering. However, the results of the clips did not account for the aforementioned findings of nonverbal sensitivity.
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Weeks, Molly Stroud. "Gender, Loneliness, and Friendship Satisfaction in Early Adulthood: The Role of Friendship Features and Friendship Expectations." Diss., 2013. http://hdl.handle.net/10161/8076.
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Three studies focus on an intriguing paradox in the associations between gender, friendship quality, and loneliness, and examine whether gender differences in friendship expectations help explain why the paradox occurs. Study 1 (n = 1761 college undergraduates) documents the three elements of this paradox: (1) females reported higher levels of various positive features in their friendships than did males; (2) higher levels of positive friendship features were associated with lower levels of loneliness; and (3) males and females reported similar levels of loneliness. Consistent with this paradox, when friendship features were statistically controlled, a statistical suppression effect was found such that females reported higher levels of loneliness than did males.
Study 2 (n = 1008 young adults aged 18 to 29) replicated each of the findings from Study 1 using a revised and expanded measure that reliably assessed a broader set of distinct friendship features. In addition to measuring friendship features and loneliness, Study 2 also examined friendship satisfaction, and here too a striking suppression effect emerged. Specifically, although females reported slightly higher levels of friendship satisfaction than did males, females reported lower levels of friendship satisfaction than did males when friendship features were statistically controlled. Another noteworthy finding was that several friendship features were more strongly related to friendship satisfaction for females than they were for males, suggesting that females may be more "sensitive" to subtle variations in friendship features than are males.
Study 3 (n = 419 young adults aged 18 to 29) further replicated the suppression effects observed in Studies 1 and 2, and was designed to learn whether gender differences in friendship expectations would help explain the paradox and suppression effects. Two different facets of friendship expectations were hypothesized and assessed with newly developed, highly reliable measures of each facet. The first facet, referred to as "feature-specific friendship expectations," focused on the degree to which individuals expect a best friendship to be characterized by each of the friendship features that were assessed in Study 2. The second facet, referred to as "feature-specific friendship standards," focused on identifying where individuals "set the bar" in deciding whether or not a friend's actions have fulfilled expectations in various friendship feature domains.
Gender differences were found for both facets of friendship expectations with females generally having higher expectations for their friends than did males. The two facets were only moderately correlated, and related in distinct ways to other variables of interest. Findings indicated that higher levels of feature-specific friendship expectations were generally associated with more positive functioning in the social domain (i.e., higher levels of positive friendship features and friendship satisfaction), whereas higher levels of feature-specific friendship standards were associated with potentially more problematic functioning (i.e., more negative responses to ambiguous violations of friendship expectations).
Study 3 also tested the hypothesis that discrepancies between feature-specific friendship expectations and the quality of a person's best friendship on each of the same features are associated with loneliness and also with friendship satisfaction. Polynomial regression analysis, rather than the traditional difference score approach, was used to test this hypothesis. The discrepancy hypothesis was not supported with regard to either loneliness or friendship satisfaction; possible explanations for this finding are discussed.
Together, findings from the three studies provide evidence of the replicability of the observed paradox, identify friendship quality as a suppressor variable on gender differences in loneliness and friendship satisfaction, and provide evidence for the existence of two distinct facets of friendship expectations. Results from this dissertation suggest important directions for future research designed to better understand the linkages among gender, social cognition, and social experience in contributing to emotional well-being for young adults.
Dissertation
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Pei-Hsin, Li, and 黎佩欣. "A Study of the Relationship among Gender Role Attitudes, Marriage Role Expectations, and Career Aspirations of College Students in Taiwan." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/53776143663735909371.
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碩士臺北市立教育大學
心理與諮商學系碩士班
99
In this study, the relationship among gender role attitudes, marriage role expectations and career aspirations were examined in samples of 911 college students in Taiwan. Stratified random cluster sampling was used to select the samples. Descriptive statistics, one-way MANOVA, Pearson product-moment correlation, canonical corrrelation analysis and path analysis were used to analyze the data. The findings of the research shows that: 1. College students' gender role attitudes are more liberal today, especially in "social rights and obligations". They also have positive marriage role expectations to themselves and their future spouses. Generally, they have high level of career aspirations, especially in "occupational aspiration".2.Female college students have higher level of egalitarian gender role attitudes, marriage role expectations and educational aspirations as compare to male students. 3.Students from high social economic status background hold higher career aspirations, especially in educational aspirations. 4. Generally, there are significant positive correlations among gender role attitudes, marriage role expectations, and career aspirations. 5. Gender role attitudes mediate the relationship of participants’ sex to marriage role expectations and educational expectaitons. For marriage role expectations, sex has direct effect on housekeeping role, child-care role, and financial support role of self expectations; it also has direct effect on housekeeping role, financial support role, affection role, and kinship role of spouse expectations. For career aspirations, sex has direct effect on occupational aspirations. In addition, sex has indirect effect on marriage role expectations and career aspirations. Suggestions were provided as reference to the student counselors, educational institutions, teachers and the researchers who will be intereted in this study area.
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Ling, Cho-Yuan, and 林卓垣. "Male and female leadership advantage are distinct from each other: Violation of gender-role expectations and its effect." Thesis, 2015. http://ndltd.ncl.edu.tw/handle/ps6yf2.
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碩士中原大學
心理學研究所
103
Differences in male and female gender-role expectations are so salient that the same leadership role played by male and female leaders may be perceived very differently. To clarify the inconsistent predictions and findings in the prior literature, this study employed a mixed-design scenario experiment to examine effects of favorable violation of gender-role expectations in the leadership context. A hundred and twenty college students participated in this study to read various descriptions of leader behavior (i.e., behavior that favorably violates female gender roles, male gender roles, or is neutral to gender roles) demonstrated by either male or female leaders. Consistent with my predictions, results showed that male leaders displaying behavior that favorably violates their gender roles were liked most and elicit highest levels of positive evaluation. However, I did not find similar results for female leaders; female leaders adopting leadership behavior neutral to gender roles, rather than that favorably violates their gender roles, were liked most and received more positive evaluation. Results above suggest that gender and leadership roles do interact with each other to affect subordinates’ perceptions. Contributions, limitations, suggestions for future studies, and managerial implications of this study were then discussed.
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Blondeau, Lauren Alexandra. "The impact of the impostor phenomenon on the math self-efficacy of males and females in STEM majors." Thesis, 2014. http://hdl.handle.net/2152/26007.
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In the undergraduate and working environments, some science, technology, engineering, and math (STEM) areas remain dominated by males. The purpose of this study was to understand the gendered experience of individuals in STEM majors by assessing students’ math self-efficacy, impostorism (a feeling of intellectual phoniness), and future goals. Based on prior research, an overall conceptual model was proposed and analyzed. Several related precursors including gender role orientation, perceived parental influence, math identity, and theories of intelligence were included in the model. Three hundred six undergraduates (64.38% female) in the colleges of natural science, geosciences, and engineering responded to an online survey addressing these constructs. Based on prior research, hypotheses were created proposing that females would report higher impostorism, lower math self-efficacy, and more femininity than males. I expected that masculinity, perceived parental influence, an entity theory of intelligence, and high math identity would predict the impostor phenomenon. Moreover, I hypothesized that the relation of each of these predictors to impostorism would be moderated by sex. For the next two hypotheses, I proposed that the four sources of math self-efficacy would predict math self-efficacy, but this relation would be moderated by impostorism. Finally, I expected that impostorism would lead to reduced future expectations and aspirations, but that this association would be mediated by math self-efficacy. Results indicated partial support of the study hypotheses, and a revised model was created. Both sexes reported similar levels of impostorism, but females had lower math self-efficacy and greater femininity than males. Masculinity negatively predicted the impostor phenomenon, while math identity and an entity theory of intelligence positively related to the dependent variable. Sex moderated the effect of perceived parental influence such that males’ impostorism was more affected by parental influence than females’. Emotional arousal was a strong contributor to math self-efficacy, but this relation was attenuated by impostorism. Coping with emotional arousal was positively associated with math self-efficacy; however, this association was significantly stronger for low impostors than high ones. Finally, impostors were less likely to expect to go to graduate school or work in a STEM-related field. Implications for schools and professors are discussed.text
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Nolan, Lyndsey. "Female objectification, body dissatisfaction and disordered eating behaviour in a non-clinical sample." Thesis, 2010. https://vuir.vu.edu.au/15503/.
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Attractiveness, and associated thinness, continues to be the determinant of social acceptance and desirability for most women in Westernised societies. The way in which females are objectified through social attitudes and gender ideals, highlights the importance of attractiveness in through which women gain social status, acceptance and power. Failure to achieve this ideal has been linked to increased body surveillance, body dissatisfaction, and disordered eating behaviour(s).
While many women express body dissatisfaction and negative self-talk, fewer women actually engage in disordered eating practices. This study aimed to explore women‟s views about their bodies and to identify predictors of body objectification, body dissatisfaction, and disordered eating behaviour in a non-clinical population. It was hypothesised that women, who have strongly based their identity according to societal values and gender role expectations, would be more likely to experience higher levels of body dissatisfaction and be at greater risk of manifesting disordered eating behaviour(s).
Two-hundred-and-nine women, aged between 18-65 years were recruited via convenience sampling and completed the following battery of questionnaires: Socio-cultural Attitude Towards Appearance Questionnaire (SATAQ), Body Image Ideals Questionnaire (BIQ), Objectified Body Consciousness Scale (OBC), Silencing the Self Scale (STSS), Sense of Belonging Instrument-Psychological (SOBI-P), Eating Attitudes Test (EAT-26), and Conformity to Feminine Norms Inventory (CFNI). Predictors of body objectification, body dissatisfaction, and disordered eating were determined using multiple linear regression and analyses of variance were used to make comparisons between groups based on developmental age, disturbed eating, disordered eating, and body mass index.
Consistent with previous research findings, the current study found that body dissatisfaction, objectified body consciousness, and disturbed eating behaviour were prevalent within women aged 18-65 years.
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Lai, Wan-Ching, and 賴宛青. "The Influence of Gender Role Expectation on Female Selecting Job of Administrative Assistant." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/82440513801514834860.
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碩士國立中正大學
勞工關係研究所
104
This study is based on the view of female administrative assistant, as a case studying to differ the relations between gender and the job “administrative assistant”. As a conclusion, types of diploma weight much heavier than the affection of gender, and more it could reflects on female jobseekers. In research of the choosing liberal arts as major, tests and scores surely do directly matter. Therefore, gender affects more than the types of diploma held in the very first beginning of getting a job. In detail research that gender affects in job seeking, male job seekers have higher resistance in the job expectation than female job seekers. Relative research discovers female job seekers resist more when higher education level matters, and the job title of “assistant” and “administrate” appear derogatory and negative images. Female job seekers have higher acceptance in this job area than male, and in macro observation this post title really attracts female job seekers apply for the job. Views to the post, some state the “training of skills”, “stability of job” and even a lifetime career, showing the types of category development in this job title. Within the multi aspects of the development, desire and the will of developing in the area would be the irreplaceable reason for the excising “administrative job”
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Khoza, Janet Sonile. "An investigation on gender roles expectation of marriage : a case of Mbombela Municipality, Mpumalanga, South Africa." Diss., 2015. http://hdl.handle.net/11602/327.
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Masiyazi-Ngorima, Frederick Mateu Chinemwi. "Cultural factors and academic achievement of secondary school female learners." Diss., 2001. http://hdl.handle.net/10500/976.
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The aim of this quantitative study was to determine whether there were significant relationships between cultural factors and academic achievement of secondary school female learners in the Chimanimani district of Manicaland in Zimbabwe. According to literature, home environment variables, school environment variables and learner variables influence academic achievement of learners. The home environment includes family's expectations, the family's socio-economic status, exposure to role models and child-rearing practices. The school environment includes teacher's attitudes and the curriculum. Learner variables encompass self-concept, gender role concepts as well as the learner's attitude and aspirations.
The empirical research found significant correlations between all cultural factors and academic achievement, particularly in English and at times in mathematics. These correlations were low but positive. The investigation also revealed that diverse age groups did not differ significantly in academic achievement in mathematics or in English. However, females from diverse socio-economic backgrounds differed significantly in their academic achievements.Psychology of Education
M.Ed.(Psychology of Education)
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Shiao, Yi-Huey, and 蕭奕蕙. "The Bondage of Expectation for Gender Role: Female Civil Servants, Swinging between Family and work." Thesis, 2000. http://ndltd.ncl.edu.tw/handle/40036410442534818098.
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碩士國立政治大學
社會學系
88
The Bondage of Expectation for Gender Role: Female Civil Servants, Swinging between Family and work This paper aims mainly at qualified female civil servants, employs the qualitative method by which fifteen women are interviewed, and takes also on the relevant theories to observe their actual life experiences. The family life cycle of them is divided as following: single, married without children, pregnant, married with preschool ones, married with teenagers, and married with adult children. In this paper I discover the facts that follows: 1. In accordance with the expectation for gender role, women choose to be civil servants. In order to play well role on caring and childbearing in family life, on account of the common social assumption that women are suitable for the work of civil servants, and owing to the favor in the selection of marriage partner, women thus are willing to run for this status. 2. Public institution is characteristic of bureaucracy. The working of civil service emphasizes on the fixed working contents, administrating by law, and obviously hierarchizing in levels, so this institution develops the bureaucratic feature. Under the emphases of the whole institution on the rationality, objectivity and masculinity wrought by men, women are labeled as sexualized actors. In this case, the bureaucracy produces the anti-function which on the one hand results in the alienation of the member in the organization and which on the other hand is good for women to take care of their family. In the process of promotion, the influences of male authority and gender stereotype on women forms the glass ceiling effect that defers women from the satisfaction with their works. 3. The special bureaucratic culture in public institution. In this institution the member is required to be depersonalized, to accept a new bureaucratic trait and to implement the special organizational culture that is fashioned with human relationship and influence. Most of the higher officials are men who possess the different network of human relations from women, women must desexualize themselves to receive bureaucratic culture dominated by men for the opportunity of promotion. 4. The exhaustion of female civil servants in family and work. A great number of married female civil servants simultaneously play the role of housewives--that is to say, women are responsible for all the things indoors. Fortunately, women, when facing this dilemma, would by the capacity of their positioning search for the social support so that they solve the confrontations between family and work. 5. Female civil servants either positively create or negatively accept the expectation for gender role. The choice of whether to create or accept the expected gender role for women civil servants depends on certain "circumstances." That is, only when for family''s sake women civil servants are forced to definitely both create and accept such given gender role. To escape this dilemma, they try to establish a kind of autonomy-- neither to create nor to accept the "given" namely, to slip off the bondage of the family. However, this sort of "autonomy" is limited in the framework of social value, far from complete freedom. Consequently, I think all we have to do is change the social value of setting the bondage between women and family and strive for the equality of both sexes.
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Chen, Yu-Han, and 陳郁涵. "A Study of Relationships among Gender Role Attitude, Career Self-efficacy and Marriage Role Expectation of Female College Students." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/20731797851842736396.
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碩士國立臺北教育大學
教育經營與管理學系
103
In this study, the relationships among gender role attitude, career self-efficacy and marriage role expectation were examined in samples of 725 female college students in Taiwan. Descriptive statistics, one-way ANOVA, Pearson product-moment correlation, and simple regression analysis were used to analyze the data. The findings of the research show that: 1. Female college students hold positive gender role attitude and career self-efficacy; but tend to have traditional marriage role expectations to themselves and their future spouses. 2. Female college students’ marriage role expectations towards themselves are different as a result of school category; especially the students of the private university of technology have higher marriage role expectations towards themselves. 3. There are significantly positive correlations between gender role attitude and marriage role expectations. 4. Gender role attitude can significantly predict self marriage role expectation. 5. Gender role attitude can significantly predict marriage role expectation to future spouses. 6. In general, female college students who have higher career self-efficacy have higher marriage role expectation to themselves and their future spouses. Suggestions are provided as reference to the student counselor, educatuional institutions, teachers and the reseachers who will be interested in this study area.
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Gao, Zih-ru, and 高子茹. "A Study of Marital Expectation and Gender Role Attitudes of Vietnamese Spouses to the Quality of Their Marriages." Thesis, 2009. http://ndltd.ncl.edu.tw/handle/573z56.
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碩士國立中山大學
中國與亞太區域研究所
97
In this study, the proposed model was tested and focused on Vietnamese spouses who which participate in the life adaptation and language study courses in Kaohsiung. 213 foreign spouses were asked to answer questionnaires and effective respondents were 187 sets. The complex data was collected and analyzed by One-way ANOVA, T-test, Pearson correlation analysis and multi-regression regression analysis with SPSS. This study is focused on two social psychological factors: marital expectation and gender role attitude, and discusses the relationship between these two variables and marital quality. The conclusions of this research summarize as following: 一、For Vietnamese spouses, the length of time that acquainted before married is significant toward the economical expectations of marital expectations. 二、Educational degree is significant toward the gender role attitudes for Vietnamese spouses; the lower educational degree that Vietnamese spouses have, the higher traditional gender role attitudes they have. 三、The methods Vietnamese spouses adopt in order to go to Taiwan are significant toward the familial roles, extrafamilial roles and stereotypes of male/female characteristics and behaviors of gender role attitudes. 四、The marital expectations of the Vietnamese spouses are correlated with their marital quality. 五、The gender role attitudes of the Vietnamese spouses are highly correlated with their marital quality. 六、The reason that Vietnamese spouses getting married is falling in love, marital expectations, and gender role attitudes are positive predict variables towards marital quality. 七、The familial roles of gender role attitudes, and getting married by falling in love are also positive predict variables towards value consensus, interaction of spouses, marital happiness, and marital stability of marital quality. Base on the conclusions from this study and suggestions for spouses of transnational marriages, administration and guidance system of government and further studies.
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Griffin, M., Nancy H. Harding, and M. Learmonth. "Whistle while you Work? Disney Animation, Organizational Readiness and Gendered Subjugation." 2016. http://hdl.handle.net/10454/8482.
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yesThis paper introduces the concept of ‘organizational readiness’: socio-cultural expectations about working selves that prepare young people (albeit indirectly and in complex and multi-faceted ways) for their future life in organizations. This concept emerges from an analysis of Disney animations and how they constitute expectations about working life that may influence children through their representations of work and gendered workplace roles. The paper’s exploration of Disney’s earlier animations suggests they circulated norms of gender that girls should be weak and avoid work. In contrast, its contemporary productions circulate gender norms that suggest girls should be strong and engage in paid work. In this reading, the continued circulation of earlier alongside contemporary animations may convey to young viewers a paradox: girls must and must not work; they must be both weak and strong. We thus offer new insights into the puzzle of the continued relegation of women to the side-lines in organizations; although, more optimistically, we also point to ways in which future generations of employees may forge ways of constituting forms of gendered selves as yet hardly imaginable.