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Journal articles on the topic 'Gender role expectations'

Author: Grafiati

Published: 4 June 2021

Last updated: 29 January 2023

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1

Tucker, Reginald Lewis, and Lou Marino. ""Psychopathy, Gender, and Entrepreneurial Intentions: Overcoming Societal Gender Role Expectations"." Academy of Management Proceedings 2016, no. 1 (January 2016): 15604. http://dx.doi.org/10.5465/ambpp.2016.15604abstract.

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White, Joshua Victor, and Louis Marino. "Entrepreneurial Intention and Gender: The Role of Psychopathy in Overcoming Gender Role Expectations." Academy of Management Proceedings 2020, no. 1 (August 2020): 20653. http://dx.doi.org/10.5465/ambpp.2020.20653abstract.

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3

Fallon, Melissa A., and LaRae M. Jome. "An Exploration of Gender-Role Expectations and Conflict among Women Rugby Players." Psychology of Women Quarterly 31, no. 3 (September 2007): 311–21. http://dx.doi.org/10.1111/j.1471-6402.2007.00374.x.

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Gender-role conflict theory has suggested that women athletes will experience role conflict because they are attempting to enact both feminine and masculine gender roles, yet research findings have shown mixed support for this notion. The purpose of this study was to explore how women rugby players negotiate gender-role expectations and conflict as women participating in a traditionally masculine sport. Eleven Caucasian women, noncollege rugby players between the ages of 25 and 38 were interviewed. The results indicated that women rugby players perceived numerous discrepant gender-role expectations. In addition, three different types of gender-role conflict emerged; however, similar to previous findings, participants perceived conflicting expectations for their gender-role behavior more than they seemed to experience conflict about those expectations. Participants actively employed various strategies to resolve or avoid experiencing gender-role conflict. The resiliency displayed by the women athletes in coping with discrepant gender-role messages provides new considerations for gender-role conflict theory.

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Pearson, Dylan V., and Tessa Bent. "The role of gender expectations on word recognition." Journal of the Acoustical Society of America 145, no. 3 (March 2019): 1910–11. http://dx.doi.org/10.1121/1.5101928.

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5

Thobejane, Tsoaledi Daniel, and Janet Khoza. "Gender Role Expectations within the Institution of Marriage." Journal of Social Sciences 41, no. 3 (December 2014): 455–59. http://dx.doi.org/10.1080/09718923.2014.11893380.

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6

Berger, Regula P., Alexander Grob, and August Flammer. "Gender-role orientation and social expectations regarding female adolescents' coping with developmental tasks 1The preparation of this article was facilitated by a grant from the Swiss National Foundation for young researchers, financed by the local research committee of the University of Fribourg to the first author during her stay at the University of Illinois at Urbana-Champaign, USA. We are grateful to Susan B. Cleary for editing the English version of this article." Swiss Journal of Psychology 58, no. 4 (December 1999): 273–86. http://dx.doi.org/10.1024//1421-0185.58.4.273.

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This study focuses on the importance of social developmental expectations, assessed as emotional and cognitive evaluations regarding the timing and the gender-role conformity of normative developmental tasks. Two central questions were raised. First, to what degree do the timing and the gender-role conformity affect the adults' expectations? Second, how much does the adults' own gender-role orientation (GRO), classified as traditional vs. liberal, affect their expectations? A 4 (timing modus) × 2 (developmental task) × 2 (gender-role conformity)-factorial design was administered to a sample of 140 adults of both sexes, 20 to 81 years old. Coping in time and with gender-role typical career received the most approval. Typical developmental tasks were more approved by persons with a traditional than with a liberal GRO. However, the evaluation of non-typical developmental tasks was not affected by the GRO. The possibility of a shift in normative expectations toward more liberal, diverse, and self-defined female gender-roles is discussed.

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7

Lee, Se Woong, Sookweon Min, and Geoffrey P. Mamerow. "Pygmalion in the Classroom and the Home: Expectation's Role in the Pipeline to STEMM." Teachers College Record: The Voice of Scholarship in Education 117, no. 9 (September 2015): 1–40. http://dx.doi.org/10.1177/016146811511700907.

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Background/Context Although students frequently begin forming ideas about potential college majors or career choices prior to entering college, research on Science, Technology, Engineering, Mathematics (STEM), and (M)edicine has almost exclusively focused on students’ experiences in postsecondary institutions. To better understand the full length of the STEMM pipeline—from high school through to postsecondary levels—it is essential to identify and explore factors that influence students’ choices in STEMM while they are in secondary schools, a setting that is arguably the first critical step of the pipeline. Purpose/Objective Among factors that influence students’ choices to pursue STEMM fields, this study examines the influence of students’ self-efficacy and expectation, as well as the expectation and encouragement they received from parents and high school teachers on their decisions to major in, complete a degree in, and pursue a career in STEMM. Given this focus on expectation specifically, the study employs a conceptual framework developed through the application of prior literature on teacher and parent expectations, as well as Social Cognitive Career Theory. Research Design Using the Longitudinal Study of American Youth (LSAY) 1987 data, the study investigated students’ decision making at three distinct time points along a typical STEMM education/career path and predicted their persistence in the STEMM pipeline by utilizing logistic regression analyses. To further examine whether such sets of expectations are moderated by gender, analysis also included interaction terms for gender and teacher expectation, as well as those of gender and parent expectation. Findings/Results The results of this study indicate that expectation plays a significant role in students’ choices in STEMM and teacher expectation is shown to be especially influential. Focusing on gender differences, males’ choices in STEMM were shown to be most affected by their teachers’ educational expectations and encouragement while females’ choices were most affected by those of their parents. Conclusions/Recommendations The decision to pursue education and a career in a STEMM is not a one-time decision, but a longitudinal process that begins during secondary education and carries on through into college. The findings of this study provide meaningful information about the importance of students’ self-efficacy and expectation within the STEMM pipeline, as well as the influence teacher expectations and encouragement can have on students’ pursuit of and persistence in STEMM.

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8

Krishnaveni, Dr L. Hemalatha, and Dr B. Yella Reddy. "A Study of Role Expectations and Role Performance of High School Teachers in Relation to Region, Management and Gender." Indian Journal of Applied Research 4, no. 2 (October 1, 2011): 6–9. http://dx.doi.org/10.15373/2249555x/feb2014/45.

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9

Muntoni, Francesca, and Jan Retelsdorf. "Gender-specific teacher expectations in reading—The role of teachers’ gender stereotypes." Contemporary Educational Psychology 54 (July 2018): 212–20. http://dx.doi.org/10.1016/j.cedpsych.2018.06.012.

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10

VanderLaan, Doug P., Lanna J. Petterson, Ryan W. Mallard, and Paul L. Vasey. "(Trans)Gender Role Expectations and Child Care in Samoa." Journal of Sex Research 52, no. 6 (April 17, 2014): 710–20. http://dx.doi.org/10.1080/00224499.2014.884210.

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11

Maurya, Mahesh Kumar. "Gender Differences in Perceived Role Expectations, Mental Health, and Job Satisfaction of Civil Police Constables: A Quali-Quantitative Survey." Oriental Anthropologist: A Bi-annual International Journal of the Science of Man 19, no. 2 (September 3, 2019): 143–64. http://dx.doi.org/10.1177/0972558x19859069.

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The purpose of the study was to examine the gender differences in perceptions of role expectations, mental health dimensions, and job satisfaction of police constables. The study further examined the potential mediating effects of psychological well-being and psychological distress on the nature of the relationship between dimensions of police role expectations and job satisfaction. Police constables (total number = 203: males = 144, females = 59) were surveyed in four districts (Varanasi, Mirzapur, Allahabad, and Lucknow) in the state of Uttar Pradesh of India. Participants’ responses were obtained on questionnaires, which measured demographic characteristics, police role expectations ( Maurya, 2017 ), psychological well-being and psychological distress ( Heubeck & Neill, 2000 ), and job satisfaction ( Dantzker’s, 1993 ). Data were statistically analyzed for examining the patterns of relationships between the variables. Additionally, the constables were also interviewed for eliciting their views on the prevailing job conditions. Findings revealed significant gender differences in the demographic variables, namely, experience and salary, aggressiveness and facilitative dimensions of role expectations, and the levels of psychological well-being among the male and female civil police constables. The authoritative role expectations were positively correlated with psychological distress of male participants only. While all aggressiveness, facilitative, and authoritative dimensions of police role expectations had significantly positive correlations with job satisfaction of male participants, only the facilitative dimension of role expectation was significantly positively correlated with job satisfaction of female participants. Psychological well-being of both male and female participants was positively correlated with job satisfaction. However, psychological distress was negatively correlated with job satisfaction of male participants only. Findings also highlight the mediating effects of psychological well-being on the prediction of job satisfaction by the facilitative dimension of role expectation among female police constables, while psychological distress exercised suppresser effects on the prediction of job satisfaction by the factor ‘aggressiveness’ among male police constables.

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Roche, Meghan K., Plamena Daskalova, and Steven D. Brown. "Anticipated Multiple Role Management in Emerging Adults." Journal of Career Assessment 25, no. 1 (August 19, 2016): 121–34. http://dx.doi.org/10.1177/1069072716658654.

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Lent and Brown presented a social cognitive career theory (SCCT) self-management process model aimed at understanding how and under what conditions individuals will navigate adaptive career behaviors. The current study tested the self-management model as applied to young peoples’ anticipated multiple role balance intentions, hypothesizing that self-efficacy beliefs and outcome expectations for balancing multiple life roles would predict intentions to balance multiple life roles. Given that multiple role balancing behaviors require good self-organization capacities, trait conscientiousness was incorporated into the model as a potential person input variable. Gender was also included as a person input. The best fitting model suggested that, consistent with SCCT hypotheses, self-efficacy beliefs related to role balance intentions. Outcome expectation’s relationship to intentions was smaller and did not reach statistical significance. The relation of conscientiousness to intentions was fully mediated by self-efficacy. Gender showed only a direct relation to intentions, suggesting that women have stronger intentions to balance multiple roles than do men, apart from their feelings of confidence and expected outcomes. These results suggest that interventions designed to aid multiple role balance in young women and men may usefully target their self-efficacy beliefs and outcome expectations for multiple role management.

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HAYNES, FAUSTINA E. "Gender and Family Ideals." Journal of Family Issues 21, no. 7 (October 2000): 811–37. http://dx.doi.org/10.1177/019251300021007001.

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This article relies on in-depth, open-ended interviews with 15 Black men to explore three questions: What do Black men and Black women expect from marital life? How did these expectations evolve? and What impact, if any, will these expectations have on the cycle of the second shift and provider role strain? The author found that the male and female respondents expect that men will take on the provider roles in their families because a man's self-worth is rooted in his ability to take on the provider role. Respondents also expect that women will be nurturers in their families. This is not to suggest that the male respondents expect that their wives will be submissive—far from it. In fact, the male respondents expect their wives to work. However, regardless of whether women work or not, the respondents insist that men have to be providers and women have to be nurturers in their families. Finally, the male and female respondents intend to pass/have passed their gender-specific ideologies about family life and spousal roles on to their children.

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14

Lafky, Sue, Margaret Duffy, Mary Steinmaus, and Dan Berkowitz. "Looking through Gendered Lenses: Female Stereotyping in Advertisements and Gender Role Expectations." Journalism & Mass Communication Quarterly 73, no. 2 (June 1996): 379–88. http://dx.doi.org/10.1177/107769909607300209.

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This study applied cognitive heuristics theory to the study of gender role stereotyping. Seventy-five high school students viewed magazine advertisements with stereotypical images of women, while fifty others viewed nonstereotypical images. Both groups then responded to statements concerning a woman in a “neutral” photograph. Differences in gender role expectations were found for six of the twelve questionnaire statements, although differences were not consistently related to either gender or experimental treatment. While the effects documented in this experiment were not dramatic, the results provide further evidence that even brief exposure to stereotypical advertisements plays a role in reinforcing stereotypes about gender roles and that what Sandra Bem has described as the lenses of gender lead to differences in the ways males and females cognitively process visual advertising images.

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Wesolowicz, Danielle, Jaylyn Clark, Jeff Boissoneault, and Michael Robinson. "The roles of gender and profession on gender role expectations of pain in health care professionals." Journal of Pain Research Volume 11 (June 2018): 1121–28. http://dx.doi.org/10.2147/jpr.s162123.

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16

Ko, Chyong-fang. "Gender-role Expectations and Fertility Rates in EU Member States." Sociology and Anthropology 4, no. 11 (November 2016): 980–86. http://dx.doi.org/10.13189/sa.2016.041105.

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Wise, Emily A., Donald D. Price, Cynthia D. Myers, Marc W. Heft, and Michael E. Robinson. "Gender role expectations of pain: relationship to experimental pain perception." Pain 96, no. 3 (April 2002): 335–42. http://dx.doi.org/10.1016/s0304-3959(01)00473-0.

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Barbee, Anita P., Michael R. Cunningham, Barbara A. Winstead, Valerian J. Derlega, Mary R. Gulley, Pamela A. Yankeelov, and Perri B. Druen. "Effects of Gender Role Expectations on the Social Support Process." Journal of Social Issues 49, no. 3 (October 1993): 175–90. http://dx.doi.org/10.1111/j.1540-4560.1993.tb01175.x.

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19

Kaufman, Gayle. "Gender role attitudes and college students’ work and family expectations." Gender Issues 22, no. 2 (June 2005): 58–71. http://dx.doi.org/10.1007/s12147-005-0015-1.

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20

Sapp, Stephen G., Wendy J. Harrod, and Jun Li Zhao. "Leadership emergence in task groups with egalitarian gender-role expectations." Sex Roles 34, no. 1-2 (January 1996): 65–80. http://dx.doi.org/10.1007/bf01544796.

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21

Tucker, Lori W., and Janet B. Parks. "Effects of Gender and Sport Type on Intercollegiate Athletes’ Perceptions of the Legitimacy of Aggressive Behaviors in Sport." Sociology of Sport Journal 18, no. 4 (December 2001): 403–13. http://dx.doi.org/10.1123/ssj.18.4.403.

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This study examined 162 Division I-A intercollegiate athletes’ perceptions of the legitimacy of aggression in sport. Athletes in collision, contact, and noncontact sports completed the Sport Behavior Inventory (Conroy, Silva, Newcomer, Walker, & Johnson, in press). Overall, the athletes did not consider aggression legitimate. A 3 (sport type) x 2 (gender) ANOVA (alpha = .05) with post hoc comparisons showed that athletes in contact and noncontact sports scored lower than those in collision sports. Females scored lower than males. A significant interaction revealed a greater gender difference in noncontact sports than in collision or contact. In noncontact sports, gender role expectations could be the dominant influence for males, while role expectations and in-sport behavioral norms influence females. In collision and contact sports, in-sport norms could reinforce role expectations for males but encourage females to demonstrate behaviors inconsistent with traditional expectations.

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22

Duran, Robert L., and Rodney Andrew Carveth. "The effects of gender‐role expectations upon perceptions of communicative competence." Communication Research Reports 7, no. 1 (June 1990): 25–33. http://dx.doi.org/10.1080/08824099009359850.

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Robinson, Michael E., Joseph L. Riley, Cynthia D. Myers, Rebecca K. Papas, Emily A. Wise, Lori B. Waxenberg, and Roger B. Fillingim. "Gender role expectations of pain: Relationship to sex differences in pain." Journal of Pain 2, no. 5 (October 2001): 251–57. http://dx.doi.org/10.1054/jpai.2001.24551.

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Madsen, Rachel M., Laura J. Burton, and Brianna S. Clark. "Gender role expectations and the prevalence of women as assistant coaches." Journal for the Study of Sports and Athletes in Education 11, no. 2 (May 3, 2017): 125–42. http://dx.doi.org/10.1080/19357397.2017.1315994.

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Defrin, Ruth, Ilana Eli, and Dorit Pud. "Interactions Among Sex, Ethnicity, Religion, and Gender Role Expectations of Pain." Gender Medicine 8, no. 3 (June 2011): 172–83. http://dx.doi.org/10.1016/j.genm.2011.04.001.

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26

McFarlin, Dean B., Michael R. Frone, Brenda Major, and Ellen Konar. "Predicting career-entry pay expectations: The role of gender-based comparisons." Journal of Business and Psychology 3, no. 3 (1989): 331–40. http://dx.doi.org/10.1007/bf01023050.

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27

Simon, Lorna, Robin Gaul, Myrna L. Friedlander, and Laurie Heatherington. "Client Gender and Sex Role: Predictors of Counselors' Impressions and Expectations." Journal of Counseling & Development 71, no. 1 (September 10, 1992): 48–52. http://dx.doi.org/10.1002/j.1556-6676.1992.tb02170.x.

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Block, Katharina, Antonya Marie Gonzalez, Toni Schmader, and Andrew Scott Baron. "Early Gender Differences in Core Values Predict Anticipated Family Versus Career Orientation." Psychological Science 29, no. 9 (June 22, 2018): 1540–47. http://dx.doi.org/10.1177/0956797618776942.

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Communion and agency are often described as core human values. In adults, these values predict gendered role preferences. Yet little work has examined the extent to which young boys and girls explicitly endorse communal and agentic values and whether early gender differences in values predict boys’ and girls’ different role expectations. In a sample of 411 children between the ages of 6 and 14 years, we found consistent gender differences in endorsement of communal and agentic values. Across this age range, boys endorsed communal values less and agentic values more than did girls. Moreover, gender differences in values partially accounted for boys’ relatively lower family versus career orientation, predicting their orientation over and above gender identification and parent reports of children’s gender expression. These findings suggest that gender differences in core values emerge surprisingly early in development and predict children’s expectations well before they make decisions about adopting adult roles in their own families.

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Bailey, Denise E. "The ideal carer role: gendered expectations in childhood ethnography." Ethnography and Education 15, no. 1 (August 3, 2018): 33–47. http://dx.doi.org/10.1080/17457823.2018.1506940.

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Triplett, Ruth, and G. Roger Jarjoura. "Specifying the Gender-Class-Delinquency Relationship: Exploring the Effects of Educational Expectations." Sociological Perspectives 40, no. 2 (June 1997): 287–316. http://dx.doi.org/10.2307/1389526.

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Traditionally, research on the class-crime relationship has ignored gender, while much of the past research on the gender-delinquency relationship has ignored class. Both feminist criminologists and social psychologists, such as House (1981), suggest that analyses of class and gender should involve the examination of how these factors shape individual lives. In this paper we explore the role of educational expectations as one factor shaped by both class and gender. We consider three issues. First, is social class significantly related to female, as well as male, delinquency? Second, does social class shape educational expectations and do they, in turn, enhance the likelihood of delinquent involvement? Third, are there differences by gender in the ways that social class conditions educational expectations? The findings suggest that gender and class are both important factors shaping educational expectations and through them, delinquency.

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Swank, Eric, Breanne Fahs, and Holly N. Haywood. "Evaluating Appalachian Distinctiveness for Gender Expectations, Sexual Violence, and Rape Myths." Journal of Appalachian Studies 17, no. 1-2 (April 1, 2011): 123–43. http://dx.doi.org/10.2307/41446938.

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Abstract Scholars and pundits have asserted that the United States has regions and pockets that serve as hotbeds of traditional gender roles. Through quantitative techniques, this analysis explores whether Appalachian college students differentiated themselves from others on a litany of different gender role measures (n = 508). Ultimately, Appalachian college students failed to distinguish themselves in the Feminist Perspectives Scale, the Modern Sexism Scale, Attitudes toward Rape Victims Scale, and the Sexual Experiences Scale. In fact, the only statistically significant measures found that Appalachians were less likely to know school acquaintances who were the survivors of sexual violence, thus implying that Appalachians did not distinguish themselves by their "rural distinctiveness" with regard to gender roles.

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Dierckx, Myrte, Dimitri Mortelmans, and Joz Motmans. "Role Ambiguity and Role Conflict Among Partners of Trans People." Journal of Family Issues 40, no. 1 (September 29, 2018): 85–110. http://dx.doi.org/10.1177/0192513x18800362.

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Experiences of family members are often overlooked in social research on gender transitions. The current article aims to address this gap by considering the experiences of partners during a gender transition, approaching this topic through role theory and the concepts of role ambiguity and role conflict. Seventeen partners and former partners were interviewed. First, we distinguished three different roles of partners during the transition: the co-parental role, the ally role and the romantic partner role. We found that ambiguity was most apparent for the romantic partner role. Second, we observed that the expectations which accompany these different roles often contradict each other during gender transition. This leads to role conflict. We discuss how this role conflict may influence the acceptance and adaptation process of the partner and steer certain relationship outcomes. In the discussion, we construct three types of adaptation processes of partners.

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Mir, Shah. "A Foucauldian Discourse Analysis of Gender Role Expectations in George Gissing’s the Odd Women." European Journal of Language and Literature 7, no. 1 (May 15, 2021): 89. http://dx.doi.org/10.26417/144oyl31v.

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George Gissing’s The Odd Women is an engrossing study of gender role expectations in the Victorian society on the cusp of the twentieth century. It is an examination of Nineteenth century discourses on Victorian gender ideology. The novel charts and explores the life trajectories of the female protagonists within the novel. This research paper has attempted to explicate the dynamics of gender role expectations through the application of a modern theoretical framework of Foucauldian Discourse Analysis to assess how the discourses of the period inform Gissing’s narrative. The research findings suggest that the perceptions of gender in a period are directly proportionate to the norms championed through the dominant discourses. The discourses are intricately woven within the episteme of the period under analysis and a conscious review of the constitutive elements of these discursive practices reveals possibilities of change for the future through arming research investigators with insights that account for gender construction in a given period.

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34

Castro, Yessenia, Joyce L. Carbonell, and Joye C. Anestis. "The influence of gender role on the prediction of antisocial behaviour and somatization." International Journal of Social Psychiatry 58, no. 4 (June 21, 2011): 409–16. http://dx.doi.org/10.1177/0020764011406807.

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Background: Previous research has demonstrated a sex-differentiated relationship between antisocial behaviour and somatization. One explanation posited is that societal expectations about male and female behaviour may influence a sex-differentiated expression of a common diathesis, but this idea has not been directly tested. Aims: The current study examined the potential contribution of gender role in the prediction of antisocial and somatic symptomatology, controlling for biological sex, impulsivity and negative affect. Methods: Linear regression was used to examine the influence of gender role on somatic and antisocial symptomatology. Path analysis was used to examine whether relationships among these variables differed significantly for men and women. Participants were 349 undergraduate students in southeastern USA. Results: Masculine gender role was positively related to antisocial behaviour, while feminine gender role was negatively related to antisocial behaviour. Gender role did not predict somatization. Conclusions: Gender role may be important to the expression of antisocial behaviour, but does not influence somatic symptoms. Current findings underscore the need to consider that observed sex differences in antisocial behaviour might actually be affected by gender role, and highlight the importance of considering societal expectations of male and female behaviour when examining apparent sex differences in behaviour.

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Knudsen, Stine Emilie, and Marie Sihm Teisen. "Negotiating Gender: Female Combat Soldiers in Denmark." Kvinder, Køn & Forskning, no. 2-3 (November 12, 2018): 49–61. http://dx.doi.org/10.7146/kkf.v27i2-3.110847.

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Based on interviews with female combat soldiers, we explore what role conceptions of femininity and masculinity play for female Danish combat soldiers’ experiences and behaviour in the military community. We find that female combat soldiers’ status and ability to fulfil their potential as soldiers are determined by their capability to navigate expectations linked to their gender and their position as soldiers, respectively. Female combat soldiers must break down negative expectations linked to their gender while simultaneously and continuously navigating the limitations of forms of femininity accepted in the Danish Military.

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Berekashvili, Nana. "The Role of Gender-Biased Perceptions in Teacher-Student Interaction." Psychology of Language and Communication 16, no. 1 (January 1, 2012): 39–51. http://dx.doi.org/10.2478/v10057-012-0004-x.

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The Role of Gender-Biased Perceptions in Teacher-Student Interaction Differences in teacher perceptions depending on student gender and their impact on teacher-student interaction was the focus of the study. The questions addressed were: the characteristics that teachers encourage and discourage in girls and boys; the patterns of their responses to students of different genders; perception of pupils' academic achievement, learning skills and giftedness; distribution of attention between girls and boys. The study revealed that in spite of better school results, girls' skills and talents are underestimated, expectations towards them are low and their behavior is restricted to stereotyped feminine roles. The majority of those surveyed support the idea that sex determines different abilities in different learning skills as regards school subjects. While girls, in teachers' opinion, insignificantly exceed boys in the humanities, boys entirely outdo girls in natural sciences and math. Teachers totally deny girls' abilities in sports. At the same time, most teachers are hardly aware of being gender-biased themselves.

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Yoshioka, Mariko, and Wataru Inoue. "Influence of Gender-Role Expectations on Junior High School Students’ Self-Presentation." Japanese Journal of Personality 28, no. 2 (November 1, 2019): 140–49. http://dx.doi.org/10.2132/personality.28.2.11.

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38

Song, Ge, and Christopher T. H. Liang. "Masculine gender role expectations in China: A consensual qualitative research-modified study." Psychology of Men & Masculinities 20, no. 4 (October 2019): 553–63. http://dx.doi.org/10.1037/men0000196.

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Little, Betsi, and Cheryl Terrance. "Perceptions of Domestic Violence in Lesbian Relationships: Stereotypes and Gender Role Expectations." Journal of Homosexuality 57, no. 3 (February 26, 2010): 429–40. http://dx.doi.org/10.1080/00918360903543170.

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40

Posig, Margaret, and Jill Kickul. "Work‐role expectations and work family conflict: gender differences in emotional exhaustion." Women in Management Review 19, no. 7 (October 2004): 373–86. http://dx.doi.org/10.1108/09649420410563430.

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41

Bligh, Michelle C., and Jeffrey C. Kohles. "Negotiating Gender Role Expectations: Rhetorical Leadership and Women in the US Senate." Leadership 4, no. 4 (November 2008): 381–402. http://dx.doi.org/10.1177/1742715008095187.

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42

AFFLECK, MARILYN, CAROLYN STOUT MORGAN, and MAGGIE P. HAYES. "The Influence of Gender Role Attitudes on Life Expectations of College Students." Youth & Society 20, no. 3 (March 1989): 307–19. http://dx.doi.org/10.1177/0044118x89020003005.

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43

Lupart *, Judy L., Elizabeth Cannon, and Jo Ann Telfer. "Gender differences in adolescent academic achievement, interests, values and life‐role expectations." High Ability Studies 15, no. 1 (September 2004): 25–42. http://dx.doi.org/10.1080/1359813042000225320.

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44

Skolnick, Alexander J., Katherine L. Bascom, and David T. Wilson. "Gender Role Expectations of Disgust: Men are Low and Women are High." Sex Roles 69, no. 1-2 (April 4, 2013): 72–88. http://dx.doi.org/10.1007/s11199-013-0279-y.

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Wijayawardena, Kanchana, Nilupama Wijewardena, and Ramanie Samaratunge. "Compromising gender identities." Information Technology & People 30, no. 2 (June 5, 2017): 246–64. http://dx.doi.org/10.1108/itp-01-2016-0012.

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Purpose Given the limited research on women in information technology (IT) sectors in emerging economies and the importance of understanding their experiences working in highly gendered IT firms, the purpose of this paper is to examine the specific gendered strategies used by women engineers to stay in gender-atypical IT firms in Sri Lanka using job embeddedness as a theoretical lens. Design/methodology/approach Data collection was done through in-depth interviews and focus group discussions on a sample of 14 women engineers employed in five leading IT firms in Sri Lanka. Findings Respondents perceived the work role expectations in the Sri Lankan IT industry as masculine. Respondents compromised their own gender identities to engage in four distinct strategies to link and fit with the prevailing work role expectations. “Using a hybrid style” and “being passive and neutral” were respondents’ link strategies, while “adopting masculine traits” and “demonstrating self-confidence” related to their fit strategies. Research limitations/implications Men and women who aspire to enter the IT sector need to be pre-prepared and educated about the characteristics of IT cultures and prevailing gender norms along with the subject knowledge. Managers of IT firms need to create positive work environments for their women employees that aid them to fit and link with their workplaces. Originality/value The study provides a deeper understanding of how women manage gender-related issues within gender-atypical IT firms in Sri Lanka and stay in their employment.

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Cheung, Ho Kwan, Alex Lindsey, Eden King, and Michelle R. Hebl. "Beyond sex." Gender in Management: An International Journal 31, no. 1 (March 7, 2016): 43–60. http://dx.doi.org/10.1108/gm-12-2014-0107.

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Purpose – Influence tactics are prevalent in the workplace and are linked to crucial outcomes such as career success and helping behaviours. The authors argue that sex role identity affects women’s choice of influence tactics in the workplace, but they only receive positive performance ratings when their behaviours are congruent with gender role expectation. Furthermore, the authors hypothesize that these relationships may be moderated by occupational continuance commitment. Results suggest that femininity is negatively related to the use of influence tactics overall, and this relationship is moderated by occupational continuance commitment. Design/methodology/approach – In all, 657 women working in the construction industry were surveyed for their continuance occupational commitment and sex role identity and 465 supervisors whose responses are linked with the subordinates are surveyed for the women’s influence tactics and performance ratings. Findings – Results suggested that femininity was negatively related to the use of influence tactics overall, and this relationship was moderated by occupational continuance commitment. Results also showed that women’s use of influence tactics was only positively received in terms of performance ratings when the influence tactic was congruent with gender role expectations. Research limitations/implications – The results of this current study suggest that not all women are equally likely to use influence tactics and not all tactics result in positive perceptions of performance. Feminine women in general refrain from using influence tactics unless they are driven to stay in a given occupation, but they only receive positive results when their behaviours are congruent with society’s gender role expectations. Originality/value – Past research has mostly focused on broad differences between males and females, and this study has shown that there are more nuanced differences that can more accurately describe the effects of gender disposition (i.e. sex role identity) on influence tactics. It also emphasizes the importance of occupational commitment as a boundary condition, which influences women to step out of their gender roles even though they may be penalized with lower performance ratings.

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Tang, Chihsia. "The interplay of cultural expectation, gender role, and communicative behavior." Pragmatics and Society 11, no. 4 (November 20, 2020): 545–69. http://dx.doi.org/10.1075/ps.16041.chi.

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Abstract A number of pragmatic studies have reported on gender variations in compliment-responding linguistic behavior. However, how people of different gender roles react to compliments was rarely compared. The earlier literature reported that men and women’s values and priorities are incompatible, something which can have a significant impact on their reactions to compliments. The present study, therefore, investigates how people of different gender roles pragmalinguistically respond to different kinds of compliments, such as on appearance, ability, possessions, or personality traits. A discourse completion test, designed to elicit people’s compliment-responding patterns under different scenarios, was then distributed to 600 male and female adult informants. The results showed that the respondents’ reactions to compliments were mostly conditioned by their own gender roles. In addition, the male and female participants’ preferential compliment-responding behaviors were manifestations of the social expectations on masculinity and femininity in their particular speech community.

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Crisp, Beth R. "Expected to be mother: Women’s experiences of taking on leadership roles in the academy." Greenwich Social Work Review 1, no. 2 (December 17, 2020): 59–67. http://dx.doi.org/10.21100/gswr.v1i2.1116.

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For women academics, the gendered university places expectations not experienced by their male colleagues. In particular, scholarly literature includes many instances of expectations that female scholars, particularly those in management roles, will take on a motherly role within the academy. These occur even in female-dominated professions such as social work. This paper identifies four groups within the university who expect women academics to adopt a mothering role: students, staff and colleagues, senior management, and in some instances women themselves. This paper draws together this literature in the hope that it brings into public some of the often covert expectations experienced by many female academics, and argues that gender equity cannot be achieved while expectations of mothering remain unrecognised.

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Morris, Robin G., Robert T. Woods, Kath S. Davies, and Lorna W. Morris. "Gender Differences in Carers of Dementia Sufferers." British Journal of Psychiatry 158, S10 (May 1991): 69–74. http://dx.doi.org/10.1192/s0007125000292027.

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Recent research shows that the demands of the caregiving role are experienced differently by men and women. Both the subjective and the objective strain and burden appear to be greater in female carers of dementia sufferers, and factors that influence this include differences in role expectations and coping strategies. These findings have implications for the provision of services for dementia sufferers and their carers.

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Wisdom, Jennifer, Amy Rees, Katherine Riley, and Teresa Weis. "Adolescents' Perceptions of the Gendered Context of Depression: "Tough" Boys and Objectified Girls." Journal of Mental Health Counseling 29, no. 2 (April 1, 2007): 144–62. http://dx.doi.org/10.17744/mehc.29.2.31t0747575611844.

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Gender-specific attributes and socialization influence the development of depression in adolescents, but little research has addressed adolescents' views on this topic. We interviewed 22 adolescents regarding their views on the impact of sex and gender role influence in depression. Male and female participants: (a) described societal expectations and cultural messages, including high and conflicting expectations for girls, and consistent messages of being "macho" and unemotional for boys, as related to adolescent depression; (b) perceived physical changes during puberty as contributors to depression for girls, but not for boys; and (c) associated loneliness and rejection with depression for both boys and girls. We discuss implications for treatment that include directly addressing gender roles with depressed adolescents.

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