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1
Kim, Kwangok. "Developing a stereotype index of gender role stereotypes in television advertising /." Available to subscribers only, 2005. http://proquest.umi.com/pqdweb?did=1068248591&sid=25&Fmt=2&clientId=1509&RQT=309&VName=PQD.
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De, Klerk Vivian A., and B. Bosch. "Nicknames as sex-role stereotypes." Sex Roles, 1996. http://hdl.handle.net/10962/d1011586.
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Nicknames are powerful indicators of attitudes towards gender categories and because of their transient and optional nature, it has been argued that they are more likely to show a closer relationship to ongoing trends in the culture and society than other more fixed parts of the language E. B. Phillips (1990) ["Nicknames and Sex Role Stereotypes," Sex Roles, Vol. 23, pp. 281-289]. This study reports on a survey of nickname usage among a group of South African adolescents from mixed socioeconomic backgrounds (approximately 25% other than white) in an attempt to explicate gender-linked trends in frequency of occurrence, usage and attitudes to such special names. It reveals that conventions regarding nickname coinage and usage are intimately connected to the gender of bearers and users, and that more males have nicknames and coin them than females; it also shows significant sex-linked differences in the linguistic sources and users of nicknames, and reveals a greater tendency for female nicknames to function as indicators of affection rather than for humorous or critical effect. It could be argued that these trends could be linked to the nurturing and nurtured role of females in society, and to the differences in social power generally between males and females.
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Keller, Kyle Tinnell. "THE ROLE OF PERSONAL IDENTITY IN STEREOTYPE THREAT SPORTS STEREOTYPES AND VIRTUAL WORLDS." Thesis, The University of Arizona, 2009. http://hdl.handle.net/10150/192500.
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Thiem, Kelsey. "Gender stereotypes and academic performance : the influence of salient role models on stereotype validation." Diss., University of Iowa, 2016. https://ir.uiowa.edu/etd/2283.
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People commonly seek out role models when they want to achieve their goals because role models help people believe that success is possible and demonstrate how to achieve it. Because seeking out role models is a common occurrence, a great deal of research has been devoted to understanding the effects that they can have on those who look up to them. One effect that has not been previously examined is the extent to which role models can affect people’s certainty in their previous performance perceptions. Evaluative certainty is often increased for people when their performance perceptions are confirmed by the presence of a congruent stereotype: a phenomenon known as stereotype validation. Stereotype validation has been shown to effect women within stereotypically male domains. Importantly, higher evaluative certainty predicts negative downstream outcomes for these women, including lower beliefs in their math ability and reduced expectations for a future math performance. The goal of the current research was to investigate whether the salience of female role models reduces or enhances women’s evaluative certainty following stereotype validation. Four studies reveal partial support for the certainty reduction hypothesis. Stereotype-validated women are less certain of their poor performance perceptions when they are exposed to female role models.
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Main, Kelley J. "The role of meta-stereotypes in intergroup negotiations." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape15/PQDD_0014/MQ32177.pdf.
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Kantartzi, Evagelia. "Sex role stereotypes in Greek primary school textbooks." Thesis, University of Hull, 2000. http://hydra.hull.ac.uk/resources/hull:8059.
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My purpose in this research is to examine the way in which the two sexes are presented in school textbooks. The incentive for pursuing my research was my own experience of using school textbooks and the observation of everyday reality. Until the present time research in Greece regarding the image of the two sexes has been limited to the primary school reading-scheme books. With this study I intend to give a detailed picture of the beliefs about sex roles as these are presented through the whole range of school textbooks. My ambition is that my work - in combination with other similar studies - will help instructors to comprehend and point out the traditional standard beliefs about the two sexes depicted in the textbooks which are used on a daily basis in schools in Greece. This research could sensitise instructors and simultaneously help them to be aware of and recognise the stereotype beliefs in the books they use. In this way they will be able, with the appropriate interventions and discussions, to consider their validity in relation to the children they teach. The present study is presented in 14 chapters. It is divided into two parts. The first part deals with the wide theoretical-work related to socialisation and the sex roles (Chapters 1-2). The third chapter discusses the agents of sex role socialisation (the family, peer groups, media, school). The fourth chapter studies the woman's professional role. Chapter 5 includes a brief description of the Greek educational system and an examination of a girl's place within it. The sixth deals with books as a factor in the configuration of the sex role. Chapter 7 includes a review of the related studies. The second part of the thesis includes the main body of the study, the methodology (chapter 8), the analysis of the results (chapters 9-13) and finally the conclusions and suggestions (chapter 14). Chapters 9-13 have their own separate bibliographies to facilitate reference for readers interested in one particular curriculum area.
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Monte, Erica D. "Sex-role Stereotypes: How Far Have We Come?" PDXScholar, 1995. https://pdxscholar.library.pdx.edu/open_access_etds/4945.
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Parents are the first source of a child's learning of her or his gender. In fact, sex-role stereotyping of infants by parents may occur within the first 24 hours of birth. This study examined the nature of parental stereotyping on the basis of their infant's sex by obtaining parents' descriptions of their newborn and toy and clothing preferences for their newborn. In 1974, Rubin found that parents responded stereotypically to their infants on the basis of sex. Following Rubin's interview approach, 50 parent pairs from two urban hospitals were asked to participate in a parent-infant study and were subsequently interviewed 24 hours postpartum. Parents were asked open-ended descriptive questions about their newborn, given a semantic differential scale of 18 bi-polar objectives, asked about the importance of others recognizing their baby's sex, and asked a set of questions relating to the preference of clothing and toy choices for their newborn. Findings suggest that parents do stereotype their infants on the basis of biological sex. Sons were more likely to be described as strong, perfect, big or big-featured and energetic,--while daughters received more descriptions that mentioned their eyes, skin, or facial features and were also more likely to be described as small, tiny, or weak. Parents of boys were also more likely to state a preference for gender-specific toys and clothing. Infant sex did not make a notable difference on the importance that parents attributed to others recognizing their baby's sex. Fathers were more likely to perceive and describe their daughters more stereotypically than were mothers of either daughters or sons. Further studies to investigate gender stereotyping and its consequences as well as the interplay between the macro and micro levels of gender relations in society are suggested.
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Ongna, Alison M. "Occupational gender role stereotypes and career choice of young children." Menomonie, WI : University of Wisconsin--Stout, 2007. http://www.uwstout.edu/lib/thesis/2007/2007ongnaa.pdf.
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McCulloh, Thayne M. "The impact of sex role stereotypes upon occupational preference." Thesis, University of Oxford, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.244716.
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Wilkinson, Lisa. "Gender Stereotypes of Citizenship Performance." [Tampa, Fla. : s.n.], 2003. http://purl.fcla.edu/fcla/etd/SFE0000098.
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Farrar, Brandy Deneen. "Race, Gender, and Bullying Behavior: The role of perceived stereotypes." NCSU, 2006. http://www.lib.ncsu.edu/theses/available/etd-08082006-143628/.
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In recent years, bullying among middle-school youth and adolescents has become a serious problem in American schools (Nansel et al. 2001). Researchers from a variety of different disciplines attempt to identify factors associated with bullying in order to develop effective intervention programs. However, many findings in relation to race, gender, and bullying are largely inconclusive. The present study employs a social constructionist framework to understand race and gender differences in adolescent bullying. Specifically, I explore how the meanings associated with race and gender in the form of popular stereotypes influence bullying behavior. The findings reported here are from the Gender and Middle School study conducted among 535 adolescents attending middle school in the southeast. The results of the analyses show significant relationships between race, gender, and bullying. Black students (compared to white and other minority) and male students (compared to female) reported higher frequencies of bullying. Further, perceiving that others stereotype you increases the frequency of participating in bullying behavior and explains the relationship between race and bullying. Lastly, the stereotype influence is greater for black males in the study than the effect for white males. These findings have implications for education officials as well as theory on the influence of stereotypes on adolescent behavior.
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Tam, Wai-fong, and 談慧芳. "Probation officers' gender-role stereotypes and their pre-sentence recommendations." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1999. http://hub.hku.hk/bib/B31978873.
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Tam, Wai-fong. "Probation officers' gender-role stereotypes and their pre-sentence recommendations." Hong Kong : University of Hong Kong, 1999. http://sunzi.lib.hku.hk/hkuto/record.jsp?B2233130X.
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Hill, Sara Elizabeth. "Two-Year-Olds' Discrimination of Gender-Stereotyped Activities." Diss., CLICK HERE for online access, 2006. http://contentdm.lib.byu.edu/ETD/image/etd1226.pdf.
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Davidson, Rachael. "Traditional and Non-traditional Gender Role Stereotypes in Children’s Animated Films." Digital Commons @ East Tennessee State University, 2021. https://dc.etsu.edu/etd/3977.
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As gender stereotypes could lead to adherence to rape myths later in life, it is important to study the potential development of gender role stereotypes. Based on the theoretical approach of Bandura’s social learning, this mixed methods study sought to expand the literature on children observing gender stereotypes through film viewing. A content analysis of verbal and body language of the highest grossing animated films between 2017-2019 was conducted. The results indicated that most main characters displayed both traditional and non-traditional gender role stereotypes, which is indicative of gender role flexibility. This shows promise that there could be a moderating affect with gender role flexibility, but further research is needed. However, the results found that there was no significant difference between the amount of gender role stereotypes across all the films. It was concluded that there is still a concern for children to be indoctrinated with traditional gender role stereotypes.
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Luff, Tracy L. "Gender stereotypes in elementary reading textbooks: Dick and Jane revisited." Thesis, Virginia Tech, 1989. http://hdl.handle.net/10919/43097.
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<p>The objective of this study was to determine whether gender stereotypes
are present in elementary reading, textbooks published during the 1980s,
and how the extent of stereotyping compares with textbooks published
during the last two decades. Both manifest and latent content analyses
were performed on a random sample of stories drawn from 4th and 5th grade
reading textbooks. Chi-square analyses were performed to determine
whether significant changes have occurred with regard to gender
stereotypes over the last three decades, controlling for publishing
company and sex of author. Five different publishing companies, randomly
selected from a list of thirteen publishers approved for use by the
Virginia Board of Education in 1988, were represented in the sample.
The manifest content, was analyzed by comparing the number of male
and female characters, number of female and male main characters, types
of occupations held by male and female characters, number of females and
males in illustrations, and the race of characters. The latent content
was analyzed by comparing the sex of characters most likely to exhibit
each of seven different gender,stereotyped traits.. The latent content
was further analyzed by looking for gender stereotyped themes and quotes, and non-traditional themes and quotes in stories.</p><br>Master of Science
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Smith, Natalie. "The influence of gender role stereotypes on perceptions of employees who take family leave /." [St. Lucia, Qld.], 2005. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe18587.pdf.
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Pepper, Shanti M. "Intimate lesbian relationships and the influence of role models and negative stereotypes." Virtual Press, 2004. http://liblink.bsu.edu/uhtbin/catkey/1292989.
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This purpose of this study was fivefold: a)to examine the relationship between participants' reported number of positive lesbian and/or gay relationship role models their relationship outcomes (i.e., satisfaction, success, degree of closeness, and length of relationship); b) to explore the relationship between participants' level of internalized negative views of lesbian relationships and their own relationship outcomes; c) to investigate the relationship between participants' number of positive relationship role models and their level of internalized negative views of lesbian relationships; d) to examine whether participants who reported acceptance of negative stereotypes of lesbian relationships and had fewer role models also reported lower levels of interpersonal selfefficacy; e) and to investigate the relationship between participants' level of interpersonal self-efficacy and their relationship outcome (satisfaction, success, degree of closeness, and length of relationship). The study included 192 lesbian women (age 18-71 years; M = 30.6) who responded to five questionnaires: the Relationship Information Questionnaire, the Role Models Questionnaire, the Interpersonal Self-Efficacy Scale, the Internalized Negative Views of Lesbian Relationships Questionnaire, and a demographic information page. Results showed that there was no significant correlation between participants' reported number of role models and their relationship outcome (Hypothesis One). Similarly, the current study failed to find a relationship between participants' level of internalized of negative views of lesbian relationships and their own relationship outcomes (Hypothesis Two). In addition, there were no significant correlations between participants' number of positive relationship role models and their level internalized of negative views of lesbian relationships (Hypothesis Three). Furthermore, the correlation between role models and self-efficacy was not significant; however, there was a significant correlation between participants' self-efficacy and their level of internalized negative views of lesbian relationships (Hypothesis Four). The results indicated that participants' level of interpersonal self-efficacy is positively correlated with their relationship satisfaction, success, and degree of closeness. However, self-efficacy was unrelated to relationship length (Hypothesis Five). Possible explanations, limitations, and suggestions for future research are discussed.<br>Department of Psychological Science
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Koburtay, Tamar. "The congruity in female-leader role stereotypes in the Jordanian hotel sector." Thesis, University of Huddersfield, 2017. http://eprints.hud.ac.uk/id/eprint/33807/.
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The main aim of this research is to examine and contextualise how employees stereotype ‘leader roles’ and ‘female roles’ to determine if there is a mismatch between these roles. It also aims to understand how the possible incongruity between leader role and female role stereotypes may lead to prejudicial evaluations towards female leaders by the application of the role congruity theory of prejudice toward female leaders. Given that there is an under-representation of women in leadership and decision-making positions in the hotel sector in Jordan, this thesis seeks to extend this theory by scrutinising how other relevant factors may empower or forbid female leaders in this sector. Therefore, a related aim of this thesis is to investigate how gender equality practices and leadership development programmes can empower the emergence of effective female leaders. Drawing on a survey of 26 hotels ranked as 4-star and 5-star operating in four geographic locations in Jordan (i.e. Amman, Aqaba, Dead Sea and Petra), 392 employees participated in this study. The results indicate consistency between people’s perceptions of the female role and the leader role, whereas in this sector, the findings show that females are able to emerge as effective leaders. Moreover, gender equality practices and leadership development programmes were found to be significantly linked with the emergence and effectiveness of female leaders. Given that the quantitative results did not justify the massive gender gap in the hotel sector, a qualitative analysis of open-ended questions was used to develop an in-depth understanding of relevant societal and organisational factors that may constitute the gender gap in practice. The analysis suggests that tribal and Bedouin traditions and stereotypes are embedded with religious interpretations and practices, and also embedded within the regulatory legal framework, contributing to the overwhelming gap between genders.
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Romo, Carlo André. "Gender stereotypes in Spanish language television programming for children in the United States." To access this resource online via ProQuest Dissertations and Theses @ UTEP, 2008. http://0-proquest.umi.com.lib.utep.edu/login?COPT=REJTPTU0YmImSU5UPTAmVkVSPTI=&clientId=2515.
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Valiquette-Tessier, Sophie-Claire. "The Modern Canadian Family: The Content of Mother and Father Stereotypes in Diverse Family Contexts." Thesis, Université d'Ottawa / University of Ottawa, 2018. http://hdl.handle.net/10393/38188.
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Considerable empirical evidence supports the existence of parental stereotypes. However, the content of these stereotypes is less clear (Valiquette-Tessier, Vandette, & Gosselin, 2015; Valiquette-Tessier, Gosselin, Thomassin, & Young, 2018). Therefore, this study aims to (a) explore stereotypes associated with divorced, step, single, same-sex and adoptive mothers and fathers, in comparison to the stereotypes associated to married mothers and fathers, and (b) assess if a set of independent variables predicts the ratings on the stereotypical content. The procedure employed in this study constitutes the most common strategy for the measurement of stereotypes, that is the three steps method (Bennett & Jamieson, 1999). To fulfill the objectives, one sample t tests and linear regressions were conducted. Results showed that married parents are highly regarded despite the parent gender, and that divorced parents are strongly negatively regarded again for both genders. Single, step, and lesbian/gay parents remain generally negatively stereotyped, despite some more positive views that have emerged here and there. Finally, adoptive parents are stereotyped in a manner that is very similar to married parents, and are even seen more positively on some aspects. On the other part, for both mothers and fathers, the gender and parental status all reached statistical significance in predicting stereotypic category a number of times. However, while age was the most often significant predictor within mothers' reduced models, it never appeared as a significant predictor within fathers' reduced models. Moreover, ethnicity was a significant predictor in many fathers' reduced models, but only reached statistical significance in a few of the mothers' reduced models. The number of times relationship status and sexual orientation came up as statistically significant is relatively similar within both mothers and fathers' models, as was educational attainment which never reach statistical significance in any of the reduced models.
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Khan, Shabnam Naheed. "The role of racial stereotypes in the perception and rating of children's behaviour." Thesis, University of Southampton, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.288466.
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Šuhajová, Irena. "Analýza vnímání genderových rolí." Master's thesis, Vysoká škola ekonomická v Praze, 2013. http://www.nusl.cz/ntk/nusl-197658.
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Masters thesis "Analysis of perception of gender roles" describes opinions of current society on status of men and women. The objective of the diploma thesis is to gain information about how people perceive gender roles and gender stereotypes. It is very important to discover whether today society still follow gender stereotypes. The theoretical part focuses on description of gender history from period of industry revolution to the present. Furthermore, it defines and deeply describes gender roles and stereotypes and indicates results of several researches that focused on gender issue. The empirical part analyses results of questionnaire survey which was discovering perception of gender roles on a conscious level of human. Second part of the empirical analysis, unstructured interviews and projective techniques, such as test of unfinished sentences and implicit association test, which examined perspectives on this issue in relation to subconsciousness. The conclusion evaluates and compares results of each method used in this paper and deduces verdicts specifically attitudes of current society.
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Johnston, Amanda Marie. "The Perceived Motivation of Social Roles: Implications for the Legitimacy of Gender Role Fulfillment." Miami University / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=miami1312559536.
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Rencher, Laura Lee. "Therapists' implicit gender stereotypes regarding personality traits and their influences on interventions with depressed clients : an analogue study /." Digital version accessible at:, 1999. http://wwwlib.umi.com/cr/utexas/main.
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Garth, Alissa Anne. "Some Effects of Self-Monitoring, Perceived Norms, and Sex-Role Stereotypes on Romantic Betrayals." UNF Digital Commons, 2005. http://digitalcommons.unf.edu/etd/188.
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It was hypothesized that high self-monitors (compared to low self-monitors) would report more betrayals of their romantic partners. Perceptions of others' betrayals should follow sex-role stereotypes (i.e., males are more likely to betray than females). Sex-role stereotyping might be attenuated when counter-stereotypical norms are made salient. One-hundred seventy five undergraduates completed the Interpersonal Behavior Survey (Roscoe et aI., 1988) and the Self-Monitoring Scale (Snyder & Gangestad, 1986). Before doing so, participants read one of two instructional sets: females are more likely than males to betray their romantic partners; people in general are likely to betray their romantic partners. Participants responded to statements about romantic betrayals by a) themselves, b) typical males, and c) typical females. Compared to low self-monitors, high self-monitors reported more betrayals. Participants saw typical males as more likely than typical females to betray partners. This effect was attenuated by the counter-stereotypical instructional set. Three findings are noteworthy. First, likelihood to engage in romantic betrayals may be accounted for by individual differences in self-monitoring orientation. Second, sex-role stereotypes involving betrayals can apparently be counteracted to some degree simply through education. Third, self-monitoring and normative effects were largely independent.
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Hanifan, Olivia, and Laura Kirchhausen. "Gender Role Stereotypes in Toy Commercials : A Two-Country Comparison Based on the Level of Gender Equality." Thesis, Mälardalens högskola, Akademin för ekonomi, samhälle och teknik, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:mdh:diva-39559.
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A sample of 383 toy commercials aired on Nickelodeon Sverige were coded over the duration of two weeks concerning the type of toy, gender portrayal, number of children of both gender, the dominant kind of interaction, the dominant kind of setting and gender orientation. The results were then compared with findings from a previous study conducted in the United States that used the same method to determine a possible relationship between the way the commercials were designed and the two countries' levels of gender equality. In Sweden, the much more gender equal country according to Hofstede's dimension of masculinity/femininity, most commercials featured children of both gender and stereotype usage way more rare than in the United States where also most commercials only showed solely girls or solely boys. Judging from these findings a relationship could therefore be found.
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Webb, Erin D. "Developing, Refining, and Validating a Survey to Measure Stereotypes and Biases that Women Face in Industry." TopSCHOLAR®, 2013. http://digitalcommons.wku.edu/theses/1321.
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Almost any woman who has worked in a male dominated industry has faced a gender stereotype or bias of some type. Some of these women have even developed coping mechanisms to counteract these biases and make day-to-day interactions at work tolerable. Gathering information to reveal these stereotypes and biases can pose a distinctive challenge. Many women do not want to reveal the challenges that they have faced in their careers, and the vastness of types of challenges makes asking the correct questions very difficult. Through testing, this study has developed a valid data collection instrument that can be used to gather the varying data. The final instrument yielded 22 items that have strong validity and reliability results.
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Ryan, John Patrick. "Thinking, Feeling and Discriminating: The Role of Prejudice as a Mediator between Stereotypes and Discrimination." unrestricted, 2006. http://etd.gsu.edu/theses/available/etd-07212006-164828/.
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Thesis (M.A.)--Georgia State University, 2006.<br>Title from title screen. Eric Vanman, committee chair; David Washburn, Tracie Stewart, committee members. Electronic text (64 p.) : digital, PDF file. Description based on contents viewed June 13, 2007. Includes bibliographical references (p. 32-43).
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Chan, Christopher Peter, and 陳偉程. "Managerial gender stereotypes: an examinationof the attitudes of library professionals in Hong Kong universities." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2012. http://hub.hku.hk/bib/B50177412.
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Women are underrepresented among the top echelons of management at Hong Kong academic libraries. This is in contrast with the situation in the United States and certain other countries, where the representation of women in senior management is broadly in line with the profession as a whole. The present study addresses the possible role that the gender stereotyping of leaders might have in accounting for this situation. To this end, the beliefs of academic library professionals were surveyed so as to determine whether they endorsed a masculine, feminine, or androgynous (gender-neutral) sex role for an ideal library manager. This was achieved through the development of a modified form of the Bem Sex Role Inventory (BSRI), with particular care taken to ensure the measure remained valid in a Chinese cultural context. The results showed that 50% of respondents believed that a masculine personality type makes for an ideal leader, compared to just 12% that endorsed a female personality type. A preference for male leadership was therefore widespread among respondents. Additionally, there was little difference between male and female respondents, and women were just as likely as men to endorse a masculine role for good leaders. The possible impact of cultural factors on gender stereotypes among Hong Kong librarians is suggested as a potentially fruitful area for further investigation. Based on the results, a key recommendation of the paper is for managers and administrators in academic libraries and the higher education sector more generally to be made aware of the potentially unconscious impact that gender stereotyping can have on hiring and promotion decisions.<br>published_or_final_version<br>Education<br>Master<br>Master of Education
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Tolö, Sara, and Matilda Wallén. "»I have work, and then I have a dinner thing. And then I am busy, trying to become who I am« : En kvalitativ studie om tv-seriers roll i identitesskapande med fokus på Hannah i Girls." Thesis, Linnéuniversitetet, Institutionen för medier och journalistik (MJ), 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-52889.
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Women in visual media are generally underrepresented and stereotypically portrayed. It is a very undifferentiated image, that few women can actually identify with. Norm-breaking characters can have an essential part and a positive influence on humans identity formation, research shows. The purpose of this study is to examine eight women’s stories about how television shows had an impact on their identity formation, primarily focusing on Hannah from the very popular tv-series Girls. Hannah has been described as a plain and slightly overweight heroine, not suited for modern television. The study is built on a qualitative science-method through semi-structured interviews, with subjective stories as focal point. The selection of interviewees identify themselves as women and have seen Girls. The study shows that Hannah works as a role model by inspiring the interviewees to acknowledge and accept their self-view, in addition to increasing their bravery and place amongst other people. Thenceforth, they felt that there was a small representation of strong female characters on modern television and saw a necessity for Hannah in popular culture.
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Prasad, Ambika Marshall Linda L. "Stereotype threat in India gender and leadership choices /." [Denton, Tex.] : University of North Texas, 2007. http://digital.library.unt.edu/permalink/meta-dc-5128.
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Hellström, Eugen. "A lack of flæ:r : A comparative study of English accent stereotypes in fantasy role-playing games." Thesis, Högskolan i Jönköping, Högskolan för lärande och kommunikation, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-45860.
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This study analyzes the use of linguistic stereotypes in two fantasy role-playing games, Witcher 3: The Wild Hunt and Dragon Age: Origins with a focus on phonology. It investigates how accent stereotypes are used and why they are important for characters in video games, for example regarding prestige and attractiveness. It analyzes each character from a character type perspective: hero, villain, comic-relief, mentor and lover. The results show that there are accent stereotypes in fantasy role-playing games and that they are, most likely, deliberately placed as such. It also shows that standard variations of English are mainly used for characters that serves a purpose to the story while non-standard variations are used for characters that serves no purpose to the game other than working as tools to enrich the world with a sense of life.
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Lee, Sarah E. "Comparison of theoretical explanations for the derogation of gender role violators." Virtual Press, 1997. http://liblink.bsu.edu/uhtbin/catkey/1061881.
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The current study examined the degree of role violation necessary to produce social rejection and whether penalties for gender role violations are applied equally to male and female violators. Specifically, it was hypothesized that targets described by equal numbers of male- and female-associated characteristics would be most liked and viewed as better adjusted compared to either stereotype congruent gender role targets and stereotype incongruent gender role targets. Presumed status and presumed sexual orientation were considered as explanations for the penalties gender-role violators incur. This effect was expected to be stronger for male targets than for female targets. Although the current results were unable to clarify why role deviance leads to social rejection, results confirmed prior findings indicating that not all role violations are met with equal derogation and that mixed gender roles can be perceived as psychologically healthy. Ratings of likeability and adjustment were not affected by either mediational variable. Finally, results suggested that male role violation is not regarded more harshly than female role violation when the role violation is based on traits.<br>Department of Psychological Science
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Lenga, Czira Pesa. "Stereotypes of success : the relationship between women's gender role orientation and their attitudes towards occupational success /." Title page, abstract and contents only, 1992. http://web4.library.adelaide.edu.au/theses/09ARPS/09arpsl566.pdf.
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Liu, Xiyuan. "Homosexual Representation Diversity in Media: The Role of Associative Interference in Diminishing Stereotypes and Improving Attitudes." Ohio University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1354656326.
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Majola, Nontuthuzelo Angelina. "Gender stereotypes versus gender equality: a critical analysis of some characters in Swaartbooi's "UMandisa" and Saule's "Idinga"." Thesis, Nelson Mandela Metropolitan University, 2006. http://hdl.handle.net/10948/553.
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The focus of this study will be on gender stereotypes versus gender equality in Swaartbooi's novel “UMandisa” and in Saule's novel “Idinga”. CHAPTER ONE will be the introductory chapter where the aim of the study, methodology, motivation and definition of terms will be given, as well as the biographical outline of Ncedile Saule and that of V.N.M. Swaartbooi. CHAPTER TWO will focus on developing the theoretical framework of the study. Theories are used to advocate a change of approach in the teaching and reading of literature. The theory to be employed in this study will be based on aspects of the female gender and feminism. CHAPTER THREE will explore the issues of gender stereotypes as portrayed in Swaartbooi's “UMANDISA” CHAPTER FOUR will focus on gender equality as portrayed in “IDINGA” by Saule and “UMANDISA” by Swaartbooi. The two novels raised the question of equality between women and men. CHAPTER FIVE will serve as the concluding chapter where the evaluation of the study will be made.
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Vaišnoraitė, Jurgita. "Ikimokyklinio amžiaus vaikų socializacija ir lyčių vaidmenų stereotipai." Master's thesis, Lithuanian Academic Libraries Network (LABT), 2009. http://vddb.library.lt/obj/LT-eLABa-0001:E.02~2009~D_20090204_133209-13272.
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Socializacijos metu kiekvienas vaikas formuojasi ir kaip visuomeninis žmogus, kaip savita asmenybė, kuri ateityje turės susiformavusias nuostatas bei įsitikinimus ir lyčių vaidmenų klausimais. Ikimokyklinio amžiaus tarpsnio svarbą tolimesniam žmogaus gyvenimui, savęs vertinimui akcentuoja sociologai, psichologai, pedagogai. Temos aktualumą įrodo ir tai, kad socializacijos vaikystėje metu atsiradus abejonėms dėl savo jėgų, sugebėjimų, atsiranda natūrali konfrontacija tarp būvimo „teisingu“ savo lyties atstovu ir būvimo savimi.
Žvelgiant istorinėje perspektyvoje, liberalesnis požiūris į daugelį visuomeninio gyvenimo klausimų, keičia ir lyčių vaidmenų apibrėžtumą. Lietuvoje pastebima tradicinio požiūrio į lyčių vaidmenis bruožai, kur tradiciškai vis dar skirtinga lyčių padėtis tiek šeimyninių vaidmenų pasidalinimo, tiek darbo srityse. Jeigu stereotipinis požiūris į vyriškumą ir moteriškumą bei lyčių vaidmenis visuomenėje diegiamas nuo pat vaikystės, ilgainiui tampa sunku kovoti su įvairiomis socialinėmis problemomis: smurtas prieš moteris, seksualinis išnaudojimas, skurdo feminizacija, nelygybė darbo rinkoje, profesinio ir šeimos derinimo klausimų, vaikų auginimo sferoje. Šeimos vaidmuo tebelaikomas svarbiausiu socializacijos institutu, tačiau vis didesnę reikšmę įgauna ikimokyklinės įstaigos, žiniasklaidos vaidmuo. Nemažai atliktų tyrimų apie moters padėtį darbo rinkoje išryškina moters diskriminacijos apraiškas, kalbama apie ryškiausiai matomus lyčių vaidmenų... [toliau žr. visą tekstą]<br>In the process of socialization every child develops into a social person and individual who will have attitude towards the gender roles in the future. The importance of the preschool period for the person’s further life is emphasized by sociologists, psychologists and pedagogues. The relevance of this topic is proved by the idea that if the child has doubts about his abilities, the natural confrontation between being the “correct” representative of his gender and being him self will emerge.
In the historical perspective, more liberal attitude towards many social topics changes the characterization of the gender roles. In Lithuania the traditional attitude towards the gender roles is noticed that is why the different gender positions in family and job levels are apparent. If the stereotypical opinion about femininity, masculinity and gender roles is inculcated from the childhood, eventually it becomes difficult to stem social problems: violence against women, sex abuse, poverty feminization, inequality in employment system, career and family questions. Family still plays the main role in the process of socialization, but at the same time preschool institution and mass media become more powerful. The number of researches concerning labour system show examples of woman discrimination, the most frequent gender role stereotypes in mass media, especially in the groups of teenagers and youth. But still we feel lack of thorough analysis of the prime socialization process and how the... [to full text]
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Drottz, Charlott, and Sara From. "Från husmor till yrkeskvinna : En kvalitativ analys av moderskap i magasinen Husmodern och Mama." Thesis, Linnéuniversitetet, Institutionen för samhällsvetenskaper, SV, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-17096.
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Our purpose with the study was to investigate how the image of a mother’s role is created by the magazines Mama and Husmodern. Mama is an existing magazine, but Husmodern ceased to exist in 1988. Both magazines focus on children, fashion and housework. We wanted to know what qualities you need to become a good or a bad mother. Also who is allowed to give advices on motherhood? We compared the magazines to find out how the mother´s role has changed over time. For that we used six issues of Mama from the year 2011, and six issues of Husmodern from the years between 1941 and 1959. The result of the research shows that mothers, now as well as in the 1940-1950's, are expected to put their children first. Nowadays, in Mama’s context, she is also expected to work. It is no longer socially acceptable to live as a housewife, which was the ideal in the magazine Husmodern. The result also shows that mothers, according to Mama, are in a constant state of stress. The magazine tries to offer them solutions for their stress-related problems. Husmodern on the other hand, puts a greater emphasis on moral, and offers the readers their moral values.
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Horhota, Michelle. "The role of stereotype activation and age on communication patterns and impression judgments in the context of interpersonal interactions." Diss., Atlanta, Ga. : Georgia Institute of Technology, 2008. http://hdl.handle.net/1853/24650.
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Thesis (Ph.D.)--Psychology, Georgia Institute of Technology, 2009.<br>Committee Chair: Blanchard-Fields, Fredda; Committee Member: Fischer, Ute; Committee Member: Griffin, Zenzi; Committee Member: Hertzog, Christopher; Committee Member: Hummert, Mary Lee
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Woodruff, James Graham. "Sex-Role Stereotyping in Marital Counseling Sex- Role Style and Type of Problem Effects on Clinical Judgments." Thesis, North Texas State University, 1985. https://digital.library.unt.edu/ark:/67531/metadc332056/.
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The analogue study was designed to extend previous research on clinical sex-role stereotyping of individual clients into the realm of marital counseling. The effects of clinician and couple sex-role style and type of marital problem on clinical judgements of couples was examined through ratings of four audiotaped couples constructed from two scripts depicting either couple financial or sexual problems. Each script produced both a stereotypical and counterstereotypical sex-role styled couple through reversal of spouse verbalizations. A sample of 40 (32 male, 8 female) practicing doctorate-level psychologists rated either two stereotypical or two counterstereotypical couples for level of maladjustment, need for treatment, and prognosis. Individual spouse ratings were also obtained to examine client gender effects.
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Spinner, Lauren. "Socialising gender : the role of parents, peers, and the media in children's gender-typed preferences and stereotypes." Thesis, University of Kent, 2017. https://kar.kent.ac.uk/66678/.
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Within this thesis the environmental factors influencing children's gender-related cognitions are examined. Using multiple methods, the roles of parents, peers, and the media were investigated in relation to children's gender related attitudes and behaviour. The research draws on social learning theory (SLT: Bandura, 1986; Bandura, Ross, & Ross, 1961; Mischel 1966), social cognitive theory (SCT: Bussey & Bandura, 1999), social role theory (Eagly, 1987) and cognitive developmental theories of gender development (CDT: Bem, 1981, 1983; Kohlberg, 1966; Martin & Halverson, 1981) to explore how socialising agents in the environment, including children's cognitive selves, contribute to the development of gender-related knowledge and stereotypes. As social cognitive and cognitive developmental theories of gender have evolved they have become more integrative, acknowledging that both cognitive and environmental (as well as biological) factors are important in gender development (Martin, Halverson, & Szkrybalo, 2002). This thesis therefore draws on both approaches to comprehensively examine the role of socialising agents and cognitive processes on children's gender-related cognitions. Five studies were conducted using varied designs. Studies 1 (Chapter 6) and 2 (Chapter 7) focused on the role of parents in the socialisation of children's gender-related beliefs. Study 1 examined children's and parents' toy preferences and gender stereotypes in relation to toy colour and toy function. Results revealed that both girls and boys preferred toys stereotypic for their own gender in terms of both function and colour, to toys stereotypically associated with the other gender. Parents did not prefer one type of toy over another, but children predicted that their parents would possess the same toy preferences as themselves. Additionally, parents possessed more flexible gender stereotypes than children, and children's gender flexibility scores were negatively related to their gender constancy scores. Parents' reports of children's everyday play on the pre-school activities inventory (PSAI) revealed that boys engage in more masculine-typed play than girls, and boys' PSAI scores were negatively related to preference for feminine-function toys included as stimuli. Study 2 extended Study 1 by examining parents' and children's explicit and implicit gender stereotypes. As self-report questionnaires can be affected by social desirability, Study 2 employed eye-tracking techniques to examine whether parents and children displayed looking preferences towards masculine- and feminine-typed objects stereotypically associated with the gender of the character in an audio sentence. Findings supported predictions that parents and children would display similar implicit gender biases, but different explicit gender biases. Specifically, both parents and children displayed looking preferences towards the masculine-typed object when the character in the scene was a boy, and preferences toward the feminine-typed object when the character was a girl. This effect was stronger and more sustained in parents than children. However, in response to explicit measures, parents appeared not to endorse the gender stereotypes related to toys, instead appearing egalitarian as they did in Study 1, whilst children's responses were gender-stereotypic. Studies 3, 4, and 5, focused on the role of peers and the media in gender socialisation. Studies 3 (Chapter 8) and 4 (Chapter 9) examined the prevalence of gender stereotypic information in young children's magazines; a popular media format which has received little research attention. In Study 3, the front covers of children's magazines were analysed to examine the prevalence of gender stereotypic messages. A content analysis was performed on 106 magazine front covers across nine different magazines. Gender stereotypic information was coded in relation to colour schemes, number of male and female characters and character behaviour, and themes advertised. Results revealed that magazines aimed solely at boys or girls were presented in gender-stereotypic colours, girls' magazines contained more female than male characters whilst boys' magazines contained more male than female characters, female characters were more likely to demonstrate passive than active behaviour, and girls' magazine front covers contained no speaking characters. Additionally, the theme of appearance was far more prevalent than the theme of risk on the front of girls' magazines. Study 4 extended Study 3 by analysing the prevalence of gender stereotypic messages throughout entire magazines issues. A content analysis was undertaken on 42 new issues of the same nine magazines previously examined. Within each magazine, the extensive coding framework analysed the colour scheme, the number of male and female characters, character behaviour, and themes. In addition, how often children were instructed to ask for an adult's help with an activity, and the number of activities identified as educational was coded to examine if this differed according target audience. Key findings were that male characters were more active than female characters, males were more aggressive than females, significantly more activities were explicitly identified as educational in the boys' and neutral magazines compared to the girls' magazines, and instructions to ask for an adult's help were present significantly more in the girls' magazines than in both the boys' and neutral magazines. The themes of fashion and home also appeared significantly more in the girls' than the boys' magazines. Therefore, supporting Study 3, young children's magazines are edited differently in terms of both their style and content depending on whether they are aimed at girls, boys, or both boys and girls, reinforcing gender stereotypes. Following findings from Studies 3 and 4 that young children's magazines readily depict gender stereotyped content; Study 5 (Chapter 10) aimed to examine the impact of such media on the endorsement of gender-typed attitudes and behaviours. Specifically, the effect of stereotypic and counterstereotypic peer models presented in children's magazines on children's gender flexibility was investigated. Children were exposed to either stereotypic or counterstereotypic models via reader's pages of children's magazines and completed a number of measures of gender flexibility. Results revealed significantly greater gender flexibility around toy play and playmate choice among children in the counterstereotypic condition compared to the stereotypic condition. However, there was no difference in children's own toy preferences between the stereotypic and counterstereotypic condition, with children preferring more gender-typed toys overall. Therefore, the (counter)stereotypic behaviour of peer models presented in children's magazines affects gender flexibility in some domains but not others. The studies presented within this thesis show strong support for the role that social factors play in children's gender development. Studies 1 and 2 revealed that despite parents' explicit egalitarian views of gender-typed play, children did not predict that their parents would endorse cross-gender-typed play and eye-tracking revealed that parents' implicit gender biases in relation to toys were in fact stronger than their children's. This suggests that parents may be socialising children's gender stereotypes via verbal and/or non-verbal behaviour stemming from their unconscious biases. Studies 1 and 2 also support cognitive developmental theories of gender development in relation to gender schemas (Bem, 1981, 1983) and children's gender-related knowledge (Kohlberg, 1966), and highlight the role of toy colour and function in reinforcing gender stereotypes. Studies 3 and 4 provide further evidence for the socialisation of children's gender stereotypes via the media. Young children's magazines were found to portray highly gender-typed messages via colour, character behaviour, and themes, which differed according to the target audience, suggesting that children's exposure to these magazines may contribute to the development of gender stereotypes. The findings from these studies support social cognitive theory and social role theory of gender development, and speak to media cultivation theory.<br>Study 5 uncovered how the behaviour of peer models in children's magazines can differentially affect children's gender flexibility in different domains, again speaking to socialisation theories of gender development, and the importance of exposure to counterstereotypic gender models in increasing gender flexible attitudes. The findings from Study 5 also indicate that children's magazines could be used as a successful basis for future intervention research. In conclusion, the studies in the present thesis provide strong support for the role of socialising agents in children's gender development. Toys, parents, peer models, and the media have all been shown to portray gender-typed information, and importantly, counterstereotypic models have been shown to encourage greater gender flexibility in children's attitudes. Applying an established eye-tracking paradigm to investigate children and parents' unconscious gender biases for the first time greatly contributes to the literature on implicit gender stereotypes, and the finding that educational activities are promoted significantly more in magazines aimed at boys than girls shows for the first time the impact that this media format may be having on children's aspirations and understanding of gender norms from such a young age. Further implications for theory, marketers, parents, educators, and future research are discussed in Chapter 11.
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Carlberg, Angela. "Uplift at Arm's Length: Exploring the Role of Linked Fate and Stereotypes in Black Residential Housing Preferences." The Ohio State University, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=osu1322671431.
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Dorio, Jay M. "The impact of gender-role stereotypes and the sex-typing of the professor job on performance evaluations in higher education." [Tampa, Fla.] : University of South Florida, 2005. http://purl.fcla.edu/fcla/etd/SFE0001340.
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Legaspi, Melissa M. "Gender Role Identity and Audience Perceptions of Music Videos." Digital Archive @ GSU, 2006. http://digitalarchive.gsu.edu/communication_theses/9.
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The emergence in recent years of strong female musical artists asserting their sexuality as empowerment (Andsager & Roe, 2003; Gauntlett, 2002) has necessitated an evaluation of their depictions in music videos as perceived by contemporary target audiences. This study attempts to determine how viewers’ gender role identity, based upon gender schema theory (Bem, 1981; 1993) and measured through Bem Sex-Role Inventory (BSRI), relate to perceptions of female pop and hip hop artists’ music videos. It was hypothesized that sex-typed respondents would perceive portrayals as traditional more than other groups, whereas cross-sex typed respondents would perceive empowerment more than others groups. A convenience sample of 177 female undergraduate students was used for this cross-sectional study. Results did not support the hypotheses. Though some of the traditional items were found significant, no other significant differences emerged. Overall, gender role identity was ultimately found to have little relationship to perceptions of music video portrayals.
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Aljuran, Aidah N. "“LISTENING WITH AN ATTITUDE”: THE ROLE OF ATTITUDE ON NATIVE AND NON-NATIVE INTERGROUP COMMUNICATION." UKnowledge, 2018. https://uknowledge.uky.edu/ltt_etds/25.
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People tend to draw their own conclusions about similarities and differences between who they are and the “other.” Having perceptions of being similar to the in-group and being different from the out-group “satisfies psychological needs” (Robbins & Krueger, 2005). Based on this social perception, individuals show communication variations as a way of expressing their identities (Giles 1973). This study implements quantitative and qualitative methods in order to examine the attitude of native speakers (NSs), as well as the potential impact of these attitudes on their communication with non-native speakers (NNSs). The potential impact of NSs’ interactions on NNSs’ interactions was also analyzed. First, this study elicits NSs’ attitudes by implementing the matched-guise technique (adopted from Lindemann’s work, 2000). Then, NSs and NNSs’ interaction variations were analyzed through the implementation of the map task model. The result reveals that (a) there is no consistent alignment between NSs’ attitudes and their interaction variations and that, (b) NNSs’ interaction variation was dynamic and affected by NSs’ interactions.
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Ehmer, Emily A. "An attitudinal study of music videos portraying violence, sex-role stereotypes, and objectification of women among young women." Virtual Press, 2008. http://liblink.bsu.edu/uhtbin/catkey/1390657.
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This study investigated the relationships between young women's attitudes and exposure to violence, objectification of women, and sex-role stereotypes. The research analyzed whether or not viewing sexual content or violence in music videos affected young women's current moods or changed attitudes about sexual beliefs. Music videos were selected from cable television networks and music Web sites. Sixty-six undergraduate women at a Midwest university were exposed to six music videos with violent, sexual, or neutral content. Pretests and post-tests were used to assess any change of mood or attitude after viewing music videos. Results showed no significant change in sexual beliefs for any of the three groups. The group viewing neutral videos demonstrated a significant change in mood prior to viewing the music videos between the groups. The data suggested the method of selection of participants, use of pretests and post-tests, effects of music, and desensitization to violence and sexual content may have played a role in the outcomes of the study.<br>Department of Journalism
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Rucks, Lana Juliette. "Me, women, and math the role of personal and collective threats in the experience of stereotype threat /." Columbus, Ohio : Ohio State University, 2008. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1204661976.
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Berger, Anja. "Entwicklung und Validierung eines Inventars zur Erfassung positiver und negativer Attribute des Geschlechtsrollenselbstkonzepts." Phd thesis, Universität Potsdam, 2010. http://opus.kobv.de/ubp/volltexte/2011/5121/.
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Das Geschlechtsrollenselbstkonzept, das sich im Laufe der Sozialisation in Auseinandersetzung mit den vorherrschenden Vorstellungen der umgebenden Kultur entwickelt, steht in Beziehung zu Affekten, Kognitionen und Verhaltensweisen in einer Vielzahl von Bereichen.
Bisherige GSK-Instrumente messen jedoch nahezu ausschließlich den positiven Aspekt von Maskulinität und Femininität. Die Definition des allgemeinen Selbstkonzepts gibt diese Limitierung auf positive Valenz nicht vor, und aus gesundheitspsychologischer Sicht sowie der Gruppenforschung ist die Bedeutung negativer Eigenschaften zur Selbstbeschreibung bekannt.
Vor diesem Hintergrund wurden sieben aufeinander aufbauende Studien durchgeführt mit dem Ziel ein neues Instrument zu entwickeln, deren Items zum einen kulturell aktuellen Eigenschaften zur Selbstbeschreibung entsprechen und zum anderen die Valenzunterschiede dieser Merkmalsbeschreibungen berücksichtigen.
Nach einer kritischen empirischen Überprüfung des deutschen BSRI, um Schwächen der Items ausschließlich positiver Valenz aufzudecken, wurde eine neue Skala entwickelt, die von Beginn an auch negative Selbstbeschreibungen berücksichtigte um der Komplexität des geschlechtlichen Selbst gerecht zu werden. Aufgrund der Einschätzungen zur Typizität und sozialen Erwünschtheit sowie mit ersten Resultaten aus der Selbstbeschreibung wurde die Auswahl der Items für die Teilskalen vorgenommen. In zwei weiteren Studien wurden schließlich die vier neu entwickelten Teilskalen des neuen GSK-Inventars einer Validierung unterzogen. Jeder der Teilskalen wurden theoriegeleitet spezifische Konstrukte zugeordnet und es konnte nachgewiesen werden, dass alle Teilskalen ihren eigenen Beitrag zur Vorhersage psychologischer Konzepte leisten können. So standen beispielsweise die negativen maskulinen Eigenschaften in engerer Beziehung zu Aggressivität und machtbezogenen Werten als die positiven Aspekte der Maskulinität.
Als Ergebnis dieser Entwicklung stehen am Ende vier kurze, unabhängige, reliable Teilskalen, die positive als auch negative Aspekte von Maskulinität und Femininität abbilden und mittels sehr unterschiedlicher psychologischer Erlebens- und Verhaltenskonstrukte validiert wurden, die die Unabhängigkeit der Skalen belegen und diese für einen Einsatz in der Forschung empfehlen.
Die Einführung einer individuellen Wertkomponente im Zuge der Selbstbeschreibung, angelehnt an das bekannte Erwartungs-mal-Wert Modell der Motivations- und Einstellungsforschung, und die daraus mögliche multiplikative Verknüpfung von Selbsteinschätzung und persönlicher Wichtigkeit der Eigenschaften konnten den Aufklärungswert in Bezug auf unterschiedliche Validierungskonstrukte dagegen nicht verbessern und wurden daher nicht ins das Instrument integriert.<br>The gender role self concept - developed throughout one’s socialisation - has strong relations to a number of affects, cognitions and behaviours. Instruments to asses that part of the self have yet only relied on mostly positive aspects of masculinity and femininity. However, the definition of the self concept is not limited to that kind of merely positive valence, and from health psychology as well as group research the relevance of negative traits for self description is known and proven.
Hence, in a series of seven studies, new items were developed that reflect actual cultural descriptions of masculinity and femininity including both, traits of positive and negative valence. Following a critical reflection of the German BSRI, to once more identify its weaknesses of positive scales only, four new scales are introduced, based on evaluations of typicality and social desirability. In two studies those four scales were allocated to specific psychological constructs of emotions and behaviours. It was shown that each single scale has its own relevance regarding the gendered self in prediction of validation constructs: negative masculine traits e.g. had a stronger relationship to aggression and power compared to positive aspects of masculinity.
The result of that development and validation process are four short, independent, and reliable scales, that reflect positive as well as negative aspects of masculinity and femininity. The introduction of an individual importance measure as part of the self description - comparable to the expectation-value-model in motivation and attitude research - could not add any predictive power in the validation process and therefore will not be included in the final instrument.
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Papadimitriou, Lamprini. "Making a Difference in Education : The role of the school and especially the teacher in empowering gender discrimination under a policy of equality." Thesis, Linköpings universitet, Institutionen för tema, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-133204.
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The aim of this thesis is to find out how the role of the teacher can affect positively or negatively the issue of gender equality in classroom and more specifically how this question can be applied to the Greek educational system which, for years, has been following a program that suggests ways for the elimination of gender stereotyping. The reason that this thesis focuses mainly on the role of the teacher, besides the fact that teaching is my occupation, lies in the fact that the implementation of every policy presupposes the willingness of the teacher to carry out those implementations. The implementation of policies on gender issues requires a constant education and training on gender issues and rights, expanding the attitude and beliefs on the issue. So far the policies tend to aim to equality and elimination of discrimination. We will see at which level we currently are and which are the visions regarding this matter.