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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 (2016): 15604. http://dx.doi.org/10.5465/ambpp.2016.15604abstract.

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2

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 (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 (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 expecta

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4

Pearson, Dylan V., and Tessa Bent. "The role of gender expectations on word recognition." Journal of the Acoustical Society of America 145, no. 3 (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 (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 (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

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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 (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

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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 (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 (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 (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 ob

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12

Roche, Meghan K., Plamena Daskalova, and Steven D. Brown. "Anticipated Multiple Role Management in Emerging Adults." Journal of Career Assessment 25, no. 1 (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

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13

HAYNES, FAUSTINA E. "Gender and Family Ideals." Journal of Family Issues 21, no. 7 (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 su

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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 (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

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15

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 (2016): 980–86. http://dx.doi.org/10.13189/sa.2016.041105.

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17

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 (2002): 335–42. http://dx.doi.org/10.1016/s0304-3959(01)00473-0.

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18

Barbee, Anita P., Michael R. Cunningham, Barbara A. Winstead, et al. "Effects of Gender Role Expectations on the Social Support Process." Journal of Social Issues 49, no. 3 (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 (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 (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 (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 differen

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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 (1990): 25–33. http://dx.doi.org/10.1080/08824099009359850.

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23

Robinson, Michael E., Joseph L. Riley, Cynthia D. Myers, et al. "Gender role expectations of pain: Relationship to sex differences in pain." Journal of Pain 2, no. 5 (2001): 251–57. http://dx.doi.org/10.1054/jpai.2001.24551.

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24

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 (2017): 125–42. http://dx.doi.org/10.1080/19357397.2017.1315994.

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25

Defrin, Ruth, Ilana Eli, and Dorit Pud. "Interactions Among Sex, Ethnicity, Religion, and Gender Role Expectations of Pain." Gender Medicine 8, no. 3 (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 (1992): 48–52. http://dx.doi.org/10.1002/j.1556-6676.1992.tb02170.x.

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28

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 (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, ge

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29

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

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30

Triplett, Ruth, and G. Roger Jarjoura. "Specifying the Gender-Class-Delinquency Relationship: Exploring the Effects of Educational Expectations." Sociological Perspectives 40, no. 2 (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 socia

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31

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 (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

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32

Dierckx, Myrte, Dimitri Mortelmans, and Joz Motmans. "Role Ambiguity and Role Conflict Among Partners of Trans People." Journal of Family Issues 40, no. 1 (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 obser

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33

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 (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 s

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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 (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 ro

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35

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

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Berekashvili, Nana. "The Role of Gender-Biased Perceptions in Teacher-Student Interaction." Psychology of Language and Communication 16, no. 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 und

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37

Yoshioka, Mariko, and Wataru Inoue. "Influence of Gender-Role Expectations on Junior High School Students’ Self-Presentation." Japanese Journal of Personality 28, no. 2 (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 (2019): 553–63. http://dx.doi.org/10.1037/men0000196.

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39

Little, Betsi, and Cheryl Terrance. "Perceptions of Domestic Violence in Lesbian Relationships: Stereotypes and Gender Role Expectations." Journal of Homosexuality 57, no. 3 (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 (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 (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 (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 (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 (2013): 72–88. http://dx.doi.org/10.1007/s11199-013-0279-y.

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45

Wijayawardena, Kanchana, Nilupama Wijewardena, and Ramanie Samaratunge. "Compromising gender identities." Information Technology & People 30, no. 2 (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

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46

Cheung, Ho Kwan, Alex Lindsey, Eden King, and Michelle R. Hebl. "Beyond sex." Gender in Management: An International Journal 31, no. 1 (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

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47

Tang, Chihsia. "The interplay of cultural expectation, gender role, and communicative behavior." Pragmatics and Society 11, no. 4 (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 disc

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48

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 (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 lite

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49

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 (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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50

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 (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 depr

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