Relevant bibliographies by topics / Sex-role stereotypes

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Sex-role stereotypes'

Author: Grafiati
Published: 4 June 2021
Last updated: 10 February 2022

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Journal articles on the topic "Sex-role stereotypes"

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Mahowald, Mary B. "Sex-Role Stereotypes in Medicine." Hypatia 2, no. 2 (1987): 21–38. http://dx.doi.org/10.1111/j.1527-2001.1987.tb01063.x.

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I argue for compatibility between feminism and medicine by developing a model of the physician-other relationship which is essentially egalitarian. This entails rejection of (a) a paternalistic model which reinforces sex-role stereotypes, (b) a maternalistic model which exclusively emphasizes patient autonomy, and (c) a model which focuses on the physician's conscience. The model I propose (parentalism) captures the complexity and dynamism of the physician-other relationship, by stressing mutuality in respect for autonomy and regard for each other's interests.
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Phillips, Betty S. "Nicknames and sex role stereotypes." Sex Roles 23, no. 5-6 (September 1990): 281–89. http://dx.doi.org/10.1007/bf00290049.

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de Klerk, Vivian, and Barbara Bosch. "Nicknames as Sex-Role Stereotypes." Sex Roles 35, no. 9-10 (November 1996): 525–41. http://dx.doi.org/10.1007/bf01548251.

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Prinsloo, Casper H. "The Tenacity of Sex-Role Stereotypes." South African Journal of Psychology 22, no. 2 (June 1992): 76–86. http://dx.doi.org/10.1177/008124639202200206.

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The Feminist Movement, technological developments and economic changes have led to sex-role confusion. This confusion has influenced thinking about sex-role identity and sex-role stereotypes, which are also seen as a form of prejudice. Counsellors, therapists, theologians, employers, spouses and others are regularly confronted by this confusion. South African sex-role stereotypes have never been assessed nor have they been compared with findings from studies in other cultures. Following a careful conceptualization, a theoretical exposition and an overview of existing instruments and research results, data on local sex-role stereotypes were collected by means of a postal survey in order to establish a baseline of the stereotypical nature and social desirability of 171 characteristics. This information is necessary for the construction of a local sex-role identity scale. The findings indicated that local stereotypes are similar to those found in 25 cultures abroad, although African and western respondents evaluated certain stereotypes differently. The implications of the findings are considered.
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Halpern, D. F. "How Neuromythologies Support Sex Role Stereotypes." Science 330, no. 6009 (December 2, 2010): 1320–21. http://dx.doi.org/10.1126/science.1198057.

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Cann, Arnie, and William D. Siegfried. "Sex stereotypes and the leadership role." Sex Roles 17, no. 7-8 (October 1987): 401–8. http://dx.doi.org/10.1007/bf00288143.

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Tempel, Tobias, and Roland Neumann. "Gender Role Orientation Moderates Effects of Stereotype Activation on Test Performances." Social Psychology 47, no. 2 (March 2016): 63–73. http://dx.doi.org/10.1027/1864-9335/a000259.

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Abstract. We investigated the moderation of effects of activated gender stereotypes on the performance of women in tests of different ability domains. The Bem Sex Role Inventory assessed masculinity and femininity. The difference of the masculinity and femininity scores served as a continuous independent variable of gender role orientation. Only participants with feminine gender role orientation suffered from stereotype activation with regard to mental rotation and math performance. In contrast, participants with feminine gender role orientation profited from stereotype activation with regard to emotional sensitivity performance. These results demonstrate a generally higher susceptibility to gender stereotypes of women with feminine gender role orientation. Higher self-relevance of stereotypes was associated with stronger stereotype threat, but also stronger stereotype lift or boost.
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Bauer, Nichole M., and Colleen Carpinella. "Visual Information and Candidate Evaluations: The Influence of Feminine and Masculine Images on Support for Female Candidates." Political Research Quarterly 71, no. 2 (November 14, 2017): 395–407. http://dx.doi.org/10.1177/1065912917738579.

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Existing research debates the extent to which feminine and masculine stereotypes affect voters’ impressions of female candidates. Current approaches identify how descriptions of female candidates as having feminine or masculine qualities lead voters to rely on stereotypes. We argue that extant scholarship overlooks a critical source of stereotypic information about female candidates—the role of visual information. This manuscript explores the conditions under which voters use feminine and masculine visuals to evaluate female candidates. Drawing on theories of information processing and stereotype reliance, we develop a framework that explains when visual information will affect how voters evaluate female and male candidates. We argue that visual information that is incongruent with stereotypes about a candidate’s sex will affect candidate evaluations while visuals congruent with stereotypes about candidate sex will not. We test these dynamics with an original survey experiment. We find that gender incongruent masculine visuals negatively affect evaluations of a female candidate’s issue competencies and electoral viability.
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Orser, Barbara. "Sex Role Stereotypes and Requisite Management Characteristics:." Women in Management Review 9, no. 4 (July 1994): 11–19. http://dx.doi.org/10.1108/09649429410062211.

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Fidell, L. S. "Sex Role Stereotypes and the American Physician." Psychology of Women Quarterly 34, no. 3 (September 1, 2010): 313–30. http://dx.doi.org/10.1111/j.1471-6402.2010.tb01107.x.

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Dissertations / Theses on the topic "Sex-role stereotypes"

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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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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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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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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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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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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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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.


Master of Science
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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.
Department of Psychological Science
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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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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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Books on the topic "Sex-role stereotypes"

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J, Cooper Pamela, and Friedley Sheryl A, eds. Communication between the sexes: Sex differences and sex-role stereotypes. Scottsdale, Ariz: Gorsuch Scarisbrick, 1986.

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1947-, Basow Susan A., ed. Gender: Stereotypes and roles. 3rd ed. Pacific Grove, Calif: Brooks/Cole Pub. Co., 1992.

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1947-, Basow Susan A., ed. Gender stereotypes: Traditions and alternatives. 2nd ed. Monterey, Calif: Brooks/Cole Pub. Co., 1986.

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Teaching gender: Sex education and sex stereotypes. Sydney: Allen & Unwin, 1988.

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Szirom, Tricia. Teaching gender?: Sex education and sexual stereotypes. Sydney: Allen & Unwin, 1988.

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Nőies nők és férfias férfiak: A nőkkel és a férfiakkal kapcsolatos társadalmi sztereotípiák élete, eredete és szocializációja. 3rd ed. Budapest: Akadémiai Kiadó, 1988.

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Television and sex role stereotyping. London: J. Libbey, 1986.

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Schein, Virginia E. Sex role stereotypes and requisite management characteristics past present and future. London, Ont: National Centre for Management Research and Development, University of Western Ontario, 1989.

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E, Williams John. Measuring sex stereotypes: A multination study. Newbury Park, Calif: Sage, 1990.

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Pierce, Carol. A male-female continuum: Paths to colleagueship. 2nd ed. Laconia, N.H: New Dynamics, 1995.

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Book chapters on the topic "Sex-role stereotypes"

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Heilman, Madeline E. "Sex Discrimination and the Affirmative Action Remedy: The Role of Sex Stereotypes." In Women in Corporate Management, 5–17. Dordrecht: Springer Netherlands, 1997. http://dx.doi.org/10.1007/978-94-011-5610-3_2.

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"Sex Role Stereotypes." In Encyclopedia of the UN Sustainable Development Goals, 1027. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-319-95687-9_300146.

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Towson, Shelagh M. J., Mark P. Zanna, and Glenda Mac Donald. "Self-Fulfilling Prophecies: Sex Role Stereotypes as Expectations for Behavior *." In Representations: Social Constructions of Gender, 97–107. Routledge, 2020. http://dx.doi.org/10.4324/9781315223810-9.

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Lindsey, A. Elizabeth, and Walter R. Zakahi. "Perceptions of Men and Women Departing From Conversational Sex Role Stereotypes During Initial Interaction." In Sex Differences and Similarities in Communication, 393–412. Psychology Press, 1998. http://dx.doi.org/10.4324/9781315805870-17.

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Robinson, Terry, and Jane Scullion. "Sex, sexuality, and breathlessness." In Oxford Handbook of Respiratory Nursing, 553–60. Oxford University Press, 2021. http://dx.doi.org/10.1093/med/9780198831815.003.0026.

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This chapter looks at sex and sexuality as an integral part of human relationships, and discusses the difficulties that can come with having a chronic respiratory disease and how these can be mitigated. These can range from infertility issues for male patients with cystic fibrosis, contraceptive issues for patients on antituberculosis medication, disease-modifying antirheumatic drugs such as methotrexate, and a range of problems for other patients experiencing symptoms and adapting to their disease processes. Here the text addresses stereotypes that may exist, such as ageism and not seeing people with long-term conditions as sexually active. It then goes on to describe the nurse’s role in sexual assessment, sexual expression in the respiratory patient, adverse effects of medication, and key points to remember when discussing these issues with a patient.
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Yaroshenko, A. "GENDER BIASES OF FOSTER PARENT APPLICANTS: OLD NEW STEREOTYPES?" In Pedagogical concept and its features, social work and linguology (1st ed.), 65–80. Primedia eLaunch LLC, 2020. http://dx.doi.org/10.36074/pcaifswal.ed-1.06.

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The process of reforming the state care system for orphans and children deprived of parental care requires research to study the gender aspects of foster parenthood, which affect the distribution of roles in the private family sphere, strategies for raising orphans and children deprived of parental care. The article covers the problem of gender stereotypes of candidates for foster parents, which determine their vision of social and psychological characteristics and expectations of women and men. The results of the study of femininity and masculinity stereotypes using the Bem Sex-Role Inventory and the assessment of ambivalent sexism in the attitudes toward women and men using a short version of the methodology of P. Glick and S. Fiske. It is established that candidates for foster parents demonstrate a greater extent of benevolent rather than hostile sexism and describe a generalized image of women and men as androgynous individuals, but almost a third of respondents' responses concerning women show high indicators on the femininity scale, and concerning men - on the masculinity scale. High levels of hostility to feminism, especially among women, have been reported. Author emphasizes the importance of introducing special training programs for candidates for foster parents in order to disseminate attitudes that correspond to contemporary views of egalitarian family patterns.
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Sundstrom, Lisa McIntosh, Valerie Sperling, and Melike Sayoglu. "What Gender Discrimination? Psychological and Sociocultural Barriers." In Courting Gender Justice, 29–68. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780190932831.003.0002.

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Chapter 2 examines the barriers that often prevent women from taking even the first step of initiating a domestic court case on discrimination. This chapter investigates the domestic psychological, cultural, and material obstacles to gender discrimination cases in the Russian court system. It discusses the psychological and cultural obstacles to bringing sex-based discrimination cases to Russian courts (such as the popular tendency to regard sex-based discrimination in the public sphere as a natural and justified reflection of sex-role stereotypes, and the desire to solve “personal” problems such as domestic violence privately rather than in the public eye). It discusses the negative views toward feminism in Russia. The chapter covers different types of sex-based discrimination in Russia: employment discrimination and maternity leave, gender discrimination in custody suits, gender discrimination in education, and violence against women as a type of discrimination. The chapter concludes that people who are inclined to activism are the ones most likely to be willing to bring a court case and persist in the legal process.
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Webb, Lynne M., and Nicholas Temple. "Social Media and Gender Issues." In Advances in Media, Entertainment, and the Arts, 638–69. IGI Global, 2016. http://dx.doi.org/10.4018/978-1-4666-8310-5.ch025.

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Using Performance Theory as an explanatory basis, this essay explicates the performance of gender in social media beginning with the gendered history of digital technologies and an articulation of the social media venues' unique affordances for gender performance. Then, the chapter reviews the scientific research examining gendered online behavior in social media noting opportunities for enacting traditional sex role stereotypes and thus socializing others to do so as well as opportunities to enact equality and thus disseminating calls for liberation and increased equality between the sexes in all aspects of social life. Facebook, blogs, and online games are examined in detail as exemplars of specific social media cites of gender performance.
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Murray, Terri. "Feminist Film Theory: An Introduction." In Studying Feminist Film Theory, 7–30. Liverpool University Press, 2019. http://dx.doi.org/10.3828/liverpool/9781911325802.003.0001.

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This chapter provides an overview of feminist film theory. Feminist film studies, or ‘gendered film studies’, is intended to explore the ways in which women (and men) are represented by visual media, and film in particular. Feminists argue that media representations of gender perpetuate and reinforce the values of patriarchal society. Men tend to be cast in strong, active roles while women are shown as passive and merely ‘pretty’. ‘Woman’ comes to represent not one person of the female sex, but a stereotype, a category defined by men and in opposition to men. Stereotyping is not always negative, but it tends to preserve and perpetuate power relations in society. Even today, women have a relatively small role in constructing public images of ‘womanhood’. The chapter then looks at the contributions of two influential authors whose seminal texts have fostered new understanding of gender representation in the visual media: John Berger and Laura Mulvey.
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Conference papers on the topic "Sex-role stereotypes"

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Kostyk, Liubov, and Vasyl Kostyk. "Formation of Gender Identity of Preschoolers is an Important Aspect of Socialisation of an Individual." In ATEE 2020 - Winter Conference. Teacher Education for Promoting Well-Being in School. LUMEN Publishing, 2021. http://dx.doi.org/10.18662/atee2020/15.

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Children's gender perceptions are actively formed in preschool age and are an integral component of person's gender identity. The formation of sexual identity of a child continues from 2 to 7 years, and the formation of his/her imagination occurs in the process of socialization through: identification, imitation, following, modeling, direction, self-determination, encouragement, self-acceptance, self-reflection, cognitive dissonance. Child masters the social norms, patterns of behavior and cultural values of his/her nation. The gender approach to the upbringing of the preschool children should be focused on the formation and establishment of equal, gender-independent opportunities for self-realization of the individual. However as practical experience shows, the gender component and its methodological data are insufficient in terms of the content of preschool education. In preschool institutions, gender education takes place spontaneously, educators use the traditional approach to forming child's self-esteem and his stereotypes of self-perception only on the basis of gender, so it is important today to pay more attention to gender education and socialization. Experimentally it has been investigated the peculiarities of gender and age identification of the preschoolers of the preschool institution of a combined type #9 of the city of Chernivtsi. According to the research, the greater part of children of 5-6 years old are aware of their belonging to the male or female sex, having the already formed gender identity. Gender perceptions of preschool children are gender-appropriate: girls’ - feminine, and boys’ – masculine. In addition, they are stereotypical: boys have instrumental role, girls-expressive.
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Reports on the topic "Sex-role stereotypes"

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Monte, Erica. Sex-role Stereotypes: How Far Have We Come? Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.6821.

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