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1
Plant, E. Ashby, Janet Shibley Hyde, Dacher Keltner, and Patricia G. Devine. "The Gender Stereotyping of Emotions." Psychology of Women Quarterly 24, no. 1 (March 2000): 81–92. http://dx.doi.org/10.1111/j.1471-6402.2000.tb01024.x.
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Three studies documented the gender stereotypes of emotions and the relationship between gender stereotypes and the interpretation of emotionally expressive behavior. Participants believed women experienced and expressed the majority of the 19 emotions studied (e.g., sadness, fear, sympathy) more often than men. Exceptions included anger and pride, which were thought to be experienced and expressed more often by men. In Study 2, participants interpreted photographs of adults' ambiguous anger/sadness facial expressions in a stereotype-consistent manner, such that women were rated as sadder and less angry than men. Even unambiguous anger poses by women were rated as a mixture of anger and sadness. Study 3 revealed that when expectant parents interpreted an infant's ambiguous anger/sadness expression presented on videotape only high-stereotyped men interpreted the expression in a stereotype-consistent manner. Discussion focuses on the role of gender stereotypes in adults' interpretations of emotional expressions and the implications for social relations and the socialization of emotion.
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Andrés, Óscar del Castillo, Santiago Romero Granados, Teresa González Ramírez, and María del Carmen Campos Mesa. "Gender equity in physical education: The use of language." Motriz: Revista de Educação Física 20, no. 3 (September 2014): 239–48. http://dx.doi.org/10.1590/s1980-65742014000300001.
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This study analyzed Spanish teachers' behavior and the transmission of gender stereotypes. We observed 48 physical education lessons given by four Spanish teachers (two men and two women). Descriptive codes, which were generated iteratively, were clustered, categorized, integrated, recoded, and re-categorized. They allowed us to identify four major themes related to the transmission of gender stereotypes of teachers: male generics, stereotyped expressions, nominative attention, and priority order. We used a coding sheet as well as audio and video recordings to register the categories. The Kruskal-Wallis test produced significance levels lower than .05, resulting in the rejection of the null hypothesis. Sexist behavior was found in the male generics, nominative attention, and priority order. However, we found no difference in stereotyped expressions.
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Verma, Neha. "Gender Stereotypes in Occupational Pattern." Asian Review of Social Sciences 8, no. 2 (May 5, 2019): 71–77. http://dx.doi.org/10.51983/arss-2019.8.2.1586.
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The paper hypothesizes to examine the ‘Exclusion’ phenomenon for women workers in Indian labour market through gendered occupational segregation and ‘Inclusion’ of women in low productivity and low skilled jobs as a result of adverse incorporation based on stereotypes and discriminatory practices prevalent in the society. The gendered division of work space in Indian economy is evident from the disaggregated study of occupational employment patterns and relative educational qualification of employed men and women. The National Sample Survey (NSS) Employment-Unemployment unit level data (68th Round, 2011-12) is used for the analysis. It is observed that women employment in low productivity jobs is partially a result of their low education level as compared to men workers. However, this is only a part of the answer and the circle of low productivity jobs and low education levels of women is nurtured by the stereotypical foundations of the patriarchal system.
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Allen, Jill, and Sarah J. Gervais. "The Femininity–Money Incongruity Hypothesis." Psychology of Women Quarterly 41, no. 4 (July 24, 2017): 407–19. http://dx.doi.org/10.1177/0361684317718505.
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Women are often stereotyped as poorly equipped to deal with money matters, compared to men, yet very little research has examined the underpinnings and consequences of such gender stereotypes. Drawing on descriptive and prescriptive elements of women’s social roles, we empirically examined the gendered nature of money stereotypes. Specifically in the current work, we introduced and investigated the femininity–money incongruity hypothesis, which suggests that when the concepts of femininity and money are both cognitively activated, money will become a liability for women, causing decrements in cognitive functioning. We first probed the role of gender identity and benevolent sexism beliefs in women’s endorsement of money–gender stereotypes. In two subsequent experiments, we tested the hypothesis that simultaneously activating money and femininity would lead to decrements in cognitive functioning. Converging results across studies suggest that money is incompatible with the stereotypic female gender identity, and this incongruity has detrimental cognitive costs for women as they navigate gender roles. Implications of societal challenges imposed on women by gender stereotypes regarding money matters at work and in relationship contexts and proposed interventions are discussed. Additional online materials for this article are available on PWQ’s website at http://journals.sagepub.com/doi/suppl/10.1177/0361684317718505
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Abdulina, Nargiz, Aliya Abisheva, Vasily Movchun, Alisa Lobuteva, and Liudmila Lobuteva. "Overcoming Gender Stereotypes in the Process of Social Development and Getting Higher Education in Digital Environment." International Journal of Emerging Technologies in Learning (iJET) 16, no. 12 (June 18, 2021): 36. http://dx.doi.org/10.3991/ijet.v16i12.19005.
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Social development and higher education are among the essential tools for overcoming gender stereotypes. The changes in education associated with the digitalization of learning and work, studies show, have little changed the gender landscape. Studying the opinion of students on the problem of gender relations and stereotypes is relevant in terms of the need to determine the impact of higher education in digital environment on changes in perceptions of behavioural patterns and social roles of men and women. This study examines the impact of gender stereotypes, manifested even in online learning and communication and when working in the new digital economy on student’s choice of a life path, profession, education. The research aims to study the influence of students’ social development in the learning process on the formation of gender stereotypes among them. An anonymous written survey was the most suitable method of the study. The survey involved 350 students of socio-humanitarian, technical and natural specialities (60% − women, 40% − men). It was found that getting higher education in digital environment is crucial to social development, as this stage of life helps individuals overcome gender stereotypes. Yet, gender stereotypes continue to dominate among students anyway. To which extent do students agree that the primary purpose of a woman is the role of wife and mother? Most students (44%) agreed with this view of a woman's role, with varying degrees of confidence. Besides, approximately one in four who answered this question (24%) expressed complete agreement with this statement. On the other hand, about a quarter of respondents (26%) strongly or somewhat disagree with this statement. The results of the study can be used in international practice to overcome gender stereotypes. Social development of a person through higher education in digital environment plays a more critical role in overcoming gender stereotypes than previously thought.
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Jugović, Ivana. "Students’ Gender-Related Choices and Achievement in Physics." Center for Educational Policy Studies Journal 7, no. 2 (June 30, 2017): 71–95. http://dx.doi.org/10.26529/cepsj.170.
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The goal of the research was to explore the role of motivation, gender roles and stereotypes in the explanation of students’ educational outcomes in a stereotypically male educational domain: physics. Eccles and colleagues’ expectancy-value model was used as a theoretical framework for the research. The research sample included 736 grammar school students from Zagreb, Croatia. The variables explored were expectancy of success, selfconcept of ability and subjective task values of physics, gender roles and stereotypes, and educational outcomes: academic achievement in physics, intention to choose physics at the high school leaving exam, and intention to choose a technical sciences university course. The results showed that girls had a lower self-concept of ability and lower expectancies of success in physics compared to boys, in spite of their higher physics school grades. Hierarchical regression analyses showedthat self-concept of physics ability was the strongest predictor of physics school grades, whereas the utility value of physics was the key predictor of educational intentions for both genders. Expectancy of success was one of the key predictors of girls’ educational intentions, as well. Endorsement of a typically masculine gender role predicted girls’ and boys’ stronger intentions to choose a stereotypically male educational domain, whereas acceptance of the stereotype about the poorer talent of women in technical sciences occupations predicted girls’ lower educational outcomes related to physics. The practical implication of the research is the need to create gender-sensitive intervention programmes aimed at deconstructing the gender stereotypes and traditional gender roles that restrain students from choosing gender-non-stereotypical careers.
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Bajri, Ibtesam AbdulAziz, and Nada Abdulmajeed Lashkar. "Saudi Gender Emotional Expressions in Using Instagram." English Language Teaching 13, no. 5 (April 23, 2020): 94. http://dx.doi.org/10.5539/elt.v13n5p94.
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There are plentiful studies exploring gender emotional differences. Gender and emotion stereotypes make people believe that there are certain emotions associated with each gender and this is supported by many studies. The purpose of this research is to analyze the emotional expressions of Saudi men and women in Instagram, a social networking service. This paper aims to explore the Saudi differences of emotional expressions. Also, if gender emotion stereotypes apply on these expressions or not. Data is collected through corpus analysis of Arabic comments for a certain post on Instagram. The results of this study demonstrate that there are differences in Saudis' expressions of emotions in which each gender uses different expressions. Additionally, gender stereotypes of emotions are applied to their emotional expressions that is men express negative emotions more while women express positive emotions. Another result is that women are found to be more emotional than men. Overall, the findings contribute to increase understanding of online emotional expressions of both Saudi genders.
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Rajković, Marija, Sanja Ratković, Jovana Stanisavljević, Adi Hadžibegović, Marija Stević, and Miodrag Milenović. "Women in anesthesiology: Gender stereotypes and prejudice: Women in anesthesiology." Serbian Journal of Anesthesia and Intensive Therapy 43, no. 1-2 (2021): 25–30. http://dx.doi.org/10.5937/sjait2102025r.
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Introduction: Women make up an increasing portion of the physician workforce in anesthesia, but they are consistently under-represented in academic anesthesiology and leadership positions. The objective of this study is to provide a current update on the role of women in anesthesiology in Belgrade, Serbia. Methods: A cross-sectional observational study was conducted during September and October 2013 amongst anesthesiologists at ten tertiary health care institutions in Belgrade. The study population was 272 anesthesiologists. Participants' consent and ethical approval were obtained. The questionnaire captured basic sociodemographic and work-related characteristic information: age, sex, level of academic and professional postgraduate education, the managerial position of the section or department. Sociodemographic characteristics were tested in relation to sex by Pearson's chi-squared test. Results: The response rate was 76.2%. Over two-thirds (70.7%) of respondents were women. One-third of female participants (34.5%) and 23.3% of male participants had obtained additional academic achievements; 35.2% of female participants and 40.0 % of male participants had been in managerial positions. Statistically significant gender discrepancies in the additional academic education and upper-rank leadership positions were not detected. Conclusion: Female anesthesiologists in Serbia have achieved parity with men in the highest academic ranks and leadership positions. These women may play an important role in mentoring future generations of female physicians and inspiring them to achieve their professional goals.
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Roy, Robin E., Kristin S. Weibust, and Carol T. Miller. "Effects of Stereotypes About Feminists on Feminist Self-Identification." Psychology of Women Quarterly 31, no. 2 (June 2007): 146–56. http://dx.doi.org/10.1111/j.1471-6402.2007.00348.x.
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This study examined whether negative stereotypes about feminists serve as a barrier to self-identifying as a feminist. College women were exposed to positive stereotypes about feminists, negative stereotypes about feminists, or were not exposed to stereotypes about feminists (control condition) in a between-participants design. Women who read a paragraph containing positive stereotypes about feminists were twice as likely to self-identify as feminists as women in the control condition or the condition in which they read a paragraph containing negative stereotypes about feminists. Women exposed to positive feminist stereotypes had greater nontraditional gender-role attitudes and performance self-esteem compared to the no-stereotype-control condition.
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Phan, Anh, and Tho Xuan Pham. "Gender Stereotypes As Hidden Curriculum: A Case of Vietnamese English Textbooks." International Journal of Education 14, no. 1 (April 7, 2021): 30–38. http://dx.doi.org/10.17509/ije.v14i1.30553.
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Gender equality and women empowerment have become a buzzword for development during the past decades with numerous national and international policies, including educational policies. However, gender equality is normally conceptualized in quantitative terms of education such as low disparity in access to education between boys and girls while qualitative aspects of gender equality are still left uncontested, among which is gender stereotypes in hidden curriculum. Gender stereotypes as a social construct, once imbedded in education and educational materials, certainly intervene the gender socialization process of students. The paper attempts to investigate this issue by employing a mixed qualitative and quantitative content analysis of the illustrations in English textbooks for Upper-secondary students in Vietnam. The analysis reveales stereotypes reflected in three main areas: occupations, sports and pastimes, and life duties, all of which confirm social and cultural norms of Vietnamese society towards a woman.
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Espinar-Ruiz, Eva. "Gender stereotypes in audiovisual products for children." Comunicar 15, no. 29 (October 1, 2007): 129–34. http://dx.doi.org/10.3916/c29-2007-18.
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In this paper we analyze the transmission of stereotyped characteristics of men and women through audiovisual products for children. With this aim, we employ a sample of programs and advertisements forecasted in 2004 in the Spanish television. In this sense, we analyze the presence of men and women, the elements associated with different characters, and the principal features of advertisements targeted at girls and boys. En este artículo se analiza la transmisión de características estereotipadas de hombres y mujeres a través de la programación y la publicidad infantil. Para ello se emplea una muestra de programas y espacios publicitarios emitidos a lo largo del año 2004 en las cadenas de televisión de emisión en abierto de ámbito nacional. De esta forma, se analiza la presencia de hombres y mujeres, los rasgos asociados a los diferentes personajes, así como las características principales de la publicidad dirigida a niñas y niños.
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Bernabé-Villodre, Mª del Mar, and Vladimir E. Martínez-Bello. "Analysis of gender, age and disability representation in music education textbooks: A research update." International Journal of Music Education 36, no. 4 (April 25, 2018): 494–508. http://dx.doi.org/10.1177/0255761418763900.
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According to International and European Law, teachers are encouraged to analyse, challenge and to help to eliminate sexist stereotypes and distortions in curricular materials. We aimed to characterize and compare the efficacy of implementation of the gender equality-based approach in the Spanish educational system, through a content analysis of the illustrations in music education (ME) textbooks following a coding scheme constructed by the research team according to guidelines from previous studies about the depiction of women and girls in ME textbooks during two periods of Spanish democracy: before (1992–2005); and after (2006–2015). Our major findings were: (a) female characters were under-represented in both time periods studied; (b); the stereotype of women as amateur but not professional musicians is not perpetuated in the current primary ME textbooks; (c) both children and adults independently of gender were portrayed interacting with others; (d) despite the fact that women teachers are actively participating in schools, ME textbooks do not faithfully reflect that reality; and (e) the virtual absence of females and males with disabilities suggests that this aspect of inclusion is still pending. Notwithstanding, ME textbooks printed after 2006 tended to challenge some traditional stereotypes pertaining to how females and males think, play and act within the musical world.
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Çela, Eriada. "EVALUATING BASIC EDUCATION CURRICULUM FROM A GENDER PERSPECTIVE: ADDRESSING GENDER STEREOTYPES IN ELEMENTARY SCHOOL TEXTBOOKS." CBU International Conference Proceedings 4 (September 17, 2016): 553–57. http://dx.doi.org/10.12955/cbup.v4.812.
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Addressing gender-equality issues in education can foster enormous change in children’s lives. However, most textbooks in Albanian schools include gender stereotypes, which perpetuate gender inequality and unequal roles for men and women, both in public and private spheres. This research aims to identify and evaluate trends of gender stereotypes in textbooks, as well as the need for gender mainstreaming in basic education curriculum. The methodology is based on a desk review of textbooks from a gender perspective. The curriculum evaluation follows the context, input, process, and product (CIPP) model of evaluation, which mainly aims to assess the extent to which a certain education reform has generated positive change in schools.
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Habib, Fazl Ahmad, Bambang Arya Wija Putra, and Budi Setyono. "Gender Stereotypes Portrayed in a Senior High School English Textbook Published by Indonesia Ministry of Education and Culture." Jurnal Edukasi 7, no. 3 (November 30, 2020): 22. http://dx.doi.org/10.19184/jukasi.v7i3.21602.
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The study was conducted to elaborate the gender stereotypes in a national senior high school English textbook in Indonesia. The qualitative study is applied and Critical Discourse Analysis is used as the preferable approach. This research provides the development of Mullet’s (2018) CDA generic framework analysis which based on Fairclough’s (2001) model. The result of the study divulged various gender stereotypes portrayed such as gender firstness, equality, dominance and bias. Many biased stereotypes are found on how the female character being portrayed in leadership matter, social relation, and family. In contrast, in the matter of physical traits, male characters are portrayed to have more and various interests in sports. The gender stereotypes portrayed in both textual and visual contents within the textbook. Many illustrations portrayed women stereotypically biased so do the textual materials such as narrative text, recount text/biography, transactional text, and descriptive text. Somehow, it is suggested that the authors should consider the position and the portrayal of gender stereotypes as problematic as proven by many previous studies.
Keywords: Critical Discourse Analysis, Fairclough Model, Gender Stereotypes, Textbook.
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Hebl, Michelle R. "Gender Bias in Leader Selection." Teaching of Psychology 22, no. 3 (October 1995): 186–88. http://dx.doi.org/10.1207/s15328023top2203_6.
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In this classroom exercise, students experience how stereotypes can result in biased leader selection and learn some introductory information about task-oriented competitive and social cooperative leaders. Students are placed in initially leaderless, mixed-sex (two men, two women) groups and asked to select leaders in preparation for a group activity. Half of the groups receive instructions that focus on competition; the other half receive instructions that emphasize cooperation. Overall, a disproportionate number of men are selected as leaders, substantiating past research that shows gender stereotypes guide individuals in selecting leaders. However, this bias appeared only after task-oriented competitive instructions. Men and women were selected as group leaders equally often after receiving social cooperative instructions. Questions that probe these findings are provided for class discussion. Students find this simple demonstration to be provocative, and they indicate that it helps them understand difficult concepts.
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Mollaeva, Elza Alipasha. "Gender Stereotypes and the Role of Women in Higher Education (Azerbaijan Case Study)." Education and Urban Society 50, no. 8 (July 13, 2017): 747–63. http://dx.doi.org/10.1177/0013124517713613.
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Gender stereotypes are common among students of both sexes and among the teachers and students’ family environment. In addition to communication processes, they are manifested in the phenomenon of gender-based division of learning and the hidden curriculum. In developing countries, the problem of access to higher education is also unsolved, not only because of socioeconomic reasons but also because of psychological reasons—devaluation of education and professional potential of women. These factors have a negative influence on social and economic processes in general. The study of gender stereotypes is the foundation for strategies’ development to overcome gender inequality and implementing a model of gender parity (egalitarian model). This model assumes that the change must take place on both sides: the impact on people’s behavior by laws prohibiting discrimination, providing financial support and openings for women students; and changes in belief prevailing in the society by initiating discussions in media, educational institutions, and community organizations with a reasoned positioning of gender equality importance.
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Goldberg, Wendy A., and Rachel G. Lucas-Thompson. "College Women Miss the Mark When Estimating the Impact of Full-Time Maternal Employment on Children’s Achievement and Behavior." Psychology of Women Quarterly 38, no. 4 (April 3, 2014): 490–502. http://dx.doi.org/10.1177/0361684314529738.
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The goals of the current study were to apply the construct of stereotype accuracy to the domain of college women’s perceptions of the effects of full-time maternal employment on children. Both accuracy/inaccuracy and positive/negative direction were examined. Participants were 1,259 college women who provided stereotyped projections about the effects of full-time employment on children’s IQ scores, formal achievement tests, school grades, and internalizing and externalizing behavior problems. Their stereotype effect sizes were compared to meta-analytic effect sizes used to estimate the “actual” effects of maternal employment on children. Individual differences in these stereotypes were also examined. Results indicate that, on average, college women overestimated the negative effects of full-time maternal employment on child outcomes, especially behavior problems. Significant variability in the direction and accuracy of the stereotypes was explained by individual characteristics such as gender ideology, extrinsic work values, and beliefs about the costs of maternal employment. Concerns are that college-educated young women may retreat from the labor force due to stereotypes about the effects of their future employment on children. Efforts by researchers, practitioners, and policy makers should be directed toward disseminating accurate information and dispelling myths about the likely impact of maternal employment on children’s development.
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Everitt, Joanna, Lisa A. Best, and Derek Gaudet. "Candidate Gender, Behavioral Style, and Willingness to Vote." American Behavioral Scientist 60, no. 14 (December 2016): 1737–55. http://dx.doi.org/10.1177/0002764216676244.
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This article explores the impact that women’s and men’s nonverbal forms of communication have on voters’ evaluations of political figures. The results indicate that nonverbal cues employed by female and male politicians during political speeches trigger both leadership and gender stereotypes. Furthermore, these behaviors produce different reactions among male and female viewers. Our results indicate that while female politicians are not generally stereotyped as being less agentic (strong leaders, aggressive, tough, confident, or decisive) than men, when they are observed using agonic (assertive, expressive, or choppy) hand movements, their assessments drop. Men demonstrating the same behavior see their leadership assessments improve. Nonverbal cues have little effect on gender-based stereotypes linked to communal qualities such as being caring, sociable, emotional, sensitive, and family oriented, but do impact willingness to vote for a candidate. Women are more likely to receive votes particularly from male respondents if they are calm and contained. Male candidates are more likely to be supported by both women and men when they communicate using assertive nonverbal behaviors.
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Starr, Christine R. "“I’m Not a Science Nerd!”." Psychology of Women Quarterly 42, no. 4 (August 22, 2018): 489–503. http://dx.doi.org/10.1177/0361684318793848.
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Stereotypes reduce women’s identification with science, technology, engineering, and math (STEM), which can decrease their motivation to enter STEM domains. Stereotypes may be gender-based (e.g., STEM is for men) or trait-based (e.g., STEM is for geniuses). In this study, I explored two primary research questions: First, would stereotyping STEM as a domain for nerdy geniuses negatively relate to women’s STEM identity? Second, would STEM identity mediate the relation between stereotypes and STEM motivation? Nerd-genius stereotypes and gender stereotypes negatively contributed to women’s STEM identity. STEM identity positively contributed to women’s STEM motivation (including expectancy-value beliefs). Participants were a diverse sample of undergraduate women ( N = 195, mean age was 19.8; 30% of participants were Latina, 30% European, 24% Asian). Stereotype measures were (1) implicit gender-STEM associations, (2) explicit gender associations about STEM, and (3) a new scale that measured nerd-genius stereotypes. The results highlight the unique contribution different stereotypes make toward women’s identification with STEM and, in turn, their motivation to pursue STEM pathways. Practice implications include addressing nerd-genius stereotypes in STEM interventions and reducing classroom artifacts that might be reminiscent of these stereotypes.
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Canaj, Kimete. "Gender Equality Policies and Gender Mindset in Kosovo." International Journal of Social Sciences 10, no. 1 (March 20, 2021): 1–16. http://dx.doi.org/10.52950/ss.2021.10.1.001.
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This paper discusses gender equality concerns within higher education, politics and examines the gender related policies introduced in Kosovo. Gender differences emerge in primary and secondary education partly because traditional gender roles and stereotypes tend to be reproduced in schools. These differences are then reflected in and further strengthened by the choices made and opportunities open to women and men at the higher levels of education and vocational training. Therefore, it is important to examine whether and how Kosovo attempt to combat these inequalities. Kosovo have designed policy and have supported projects targeting gender inequalities in education and incorporate specific gender equality provisions in legislation or in governmental strategies and make it compulsory for political parties to create their own gender equality policies. In politics are obliged 30% quotas for female places in Assembly, but in other Higher management positions are mostly males, for example in 6 public Universities all rectors and most deans are male. In Higher Education Institutions are two main concerns in Kosovo with respect to gender inequality in higher or tertiary education: horizontal and vertical segregation. Firstly, it is concerned about horizontal segregation, that is, the problem that women and men choose different fields of study in higher education, with women being under-represented in engineering and science. Secondly, it is also concerned about vertical segregation. This problem is related to the currently existing 'glass ceiling' in tertiary education: while women outnumber men amongst higher education graduates. They participation in Higher Education its slightly increased at the doctoral level, and there are even fewer women amongst academic staff in universities, or none of them as Rector but few of them as Vice-Rector at the managerial level in universities. These two issues and the policies intended to deal with them will be discussed in this paper. 1)University of Prishtina “Hasan Prishtina” since 1970, University “Ukshin Hoti” Prizren since 2010, University “Haxhi Zeka” Peja, University “Isa Boletini” Mitrovica, University “Kadri Zeka” Gjilan und University “Fehmi Agani” Gjakova since 2011
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Chmura-Rutkowska, Iwona, and Joanna Ostrouch-Kamińska. "Edukacja dzieci do partnerstwa kobiet i mężczyzn jako sposób na przeciwdziałanie przemocy ze względu na płeć." Problemy Wczesnej Edukacji 43, no. 4 (December 31, 2018): 39–49. http://dx.doi.org/10.26881/pwe.2018.43.04.
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Gender-based violence is understood as violence motivated by gender stereotypes and prejudices resulting from normative expectations related to femininity and masculinity dominating in society and culture, and from unequal power relations between women and men. The aim of the article is to analyze the problem of gender-based violence in the context of its social and cultural sources, as well as ways to prevent it. The authors put forward a thesis that the main preventive measure is the education of children and youth to equality of women and men, both in public life and in the family, as well as the elimination of prejudices and unjust stereotypes related to gender from education.
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Türko, Esra Sena. "Can Entrepreneurship Education Reduce Stereotypes Against Women Entrepreneurship?" International Education Studies 9, no. 11 (October 27, 2016): 53. http://dx.doi.org/10.5539/ies.v9n11p53.
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<p class="apa">The aim of this study is to investigate whether entrepreneurship trainings can reduce stereotypes against women entrepreneurship. With this aim socio-psychological obstacles to women entrepreneurship in Turkey are examined, and an experimental study is carried out. Entrepreneurship courses were given with a special emphasis on women entrepreneurship and gender issues. To evaluate the out puts of the experimental study, a questionnaire was designed and applied to students. In order to make a comparison, the same questionnaire was applied to students from two other universities, who have taken entrepreneurship courses through the classical method and curricula.</p><p class="apa">Survey tool includes 21 statements on women entrepreneurship, 5 positive and 16 negative. A non-parametric Mann-Whitney U test was conducted to evaluate the hypothesis that the experimental group would score lower in negative statements and higher in positive statements, on the average, than the non-experimental group. Test results indicate that mean ranks for the two groups differ significantly from each other in 12 items (p<.05). Experimental group score significantly higher than the non-experimental group in 4 positive and 1 negative statements; and lower than the non-experimental group in 7 negative statements. Compared to non-experimental group, experimental group seems to have higher scoring for awareness and advocacy of women entrepreneurship and lower scoring for socio-psychological obstacles against women entrepreneurship. According to the survey results, it can be concluded that modification of entrepreneurship education curricula will contribute to reduce stereotypes hindering women entrepreneurship.</p>
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Christensen, Carol A., and David Massey. "Perpetuating Gender Inequity: Attitudes of Teacher Education Students." Australian Journal of Education 33, no. 3 (November 1989): 256–66. http://dx.doi.org/10.1177/168781408903300305.
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The role of schools in perpetuating social inequalities has come under increasing scrutiny in recent years. However, less attention has been paid to the impact of teacher education programs in influencing teacher attitudes which can contribute to discriminatory practices. To begin to address this question in relation to gender equity, attitudes of 751 teacher education students to traditional sex-role stereotypes were measured on a 32-item questionnaire. One three-way ANOVA was conducted on the total score (all items summed) and another on each item. The independent variables were age, gender and length of enrolment of the student. A consistent main effect for gender was obtained; women were more egalitarian in their attitudes than men. There was, however, no effect for length of enrolment. This was interpreted to indicate that the current teacher education program in which the students were enrolled had a limited impact on traditional gender-related stereotypes.
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Федоришин, Галина. "Gender stereotypes as a driver of domestic violence." Збірник наукових праць: психологія, no. 22 (December 10, 2018): 26–32. http://dx.doi.org/10.15330/psp.22.26-32.
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Society pressures men and women into playing certain roles, prescribed by the community and passed down from generation to generation. Gender stereotypes are the most persistent among all social stereotypes. They are a set of conventional generally accepted rules and attitudes in respect to male and female status, codes of conduct, motives behind their actions and need patterns. They consolidate prevailing gender differences and relations. Destructive impact of gender stereotypes can be observed at the family level in various forms of violence against men or women, especially in rural regions. It is mostly women who fall victims to spousal abuse. The range of violations of women's rights is fairly broad, including female trafficking, rape, marital violence, child sexual abuse, cultural practices and traditions directed against female reproductive and sexual health.
Studies of both domestic and foreign researchers give grounds for arguing that it is patriarchal attitudes and beliefs concerning the functional and role structure of the family imposed on Ukrainians over the past centuries that account for gender-based violence in the family. However, not all men with such attitudes commit violence in intergender relations. Economic factor seems rather significant in this regard, that is unemployment, wages (victims usually earn less), family budget allocation and some other victimologic character traits (dependent, psychasthenic personality traits, learned helplessness syndrome, etc.), as well as lower education, unhealthy and immoral lifestyle. Biological causes of such violence can be handicaps, health problems or disability.
This paper analyses the nature of gender stereotypes, their components and varieties. We explore particular impact of gender stereotypes on acts of domestic violence against men and women and suggest ways to challenge gender stereotypes.
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Manzura Nasrullaevna Nazarova, Natalya Bazarovna Rajapova,. "Status of Women in Uzbekistan through the Prism of Family Relationship and Education." Psychology and Education Journal 58, no. 1 (January 29, 2021): 1069–77. http://dx.doi.org/10.17762/pae.v58i1.856.
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The article examines the historically established concepts of the differences and similarities in men and women. Gender stereotypes that hinder the economic, cultural, social development of girls and women. Examples of reforms carried out in the society to establish gender equality are given. The goals of involving women in social activities and the economic life of the country, the formation and change of official concepts of state regulation of the family are investigated.Fundamentals of the gender order formed by state policy to achieve gender equality at the present time.
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Чуйко, Оксана. "Social and psychological causes of gender inequality in present-day female career development." Збірник наукових праць: психологія, no. 22 (December 10, 2018): 33–40. http://dx.doi.org/10.15330/psp.22.33-40.
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The article actualize the issue of gender equality as a precondition for successful female career pursuit. We study issues of gender equality in the light of gender inequality manifestation and its influence on female career opportunities. We have analyzed primary indicators of gender inequality with regard to employment, such as gender segregation, glass ceiling effect, gap in wages, dual employment of women (family and work), gender stereotypes, gender-based harassment and violence.
We have outlined primary ways to reduce gender inequality with regard to employment, namely:
challenging gender stereotypes (public awareness campaign aimed at identifying and studying gender stereotypes of a certain community; analyzing one’s own gender stereotypes, examining their sources, etc.);
developing wider concepts and beliefs with regard to gender-sensitive issues in the workplace;
understanding signs and limits of gender-based harassment and violence, their prevention and avoidance;
developing effective coping strategies for pressure;
balancing work, family and private life by women;
developing psychological characteristics and personality features essential for one’s occupation, which can contribute to professional development of a person, acknowledgment of their expertise irrespective of gender identity;
developing harmonious personality (personal growth trainings), self-education and lifelong learning;
practical trainings for successful career, coaching;
public legal education (awareness of laws on gender-sensitive issues in the labor market);
implementing and abiding by gender equality policies in various sectors, fostering organizational culture based on gender equality.
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Richardson, Morgan, and Richie Roberts. "Modern Women and Traditional Gender Stereotypes: An Examination of the Roles Women Assume in Thailand’s Agricultural System." Journal of International Agricultural and Extension Education 27, no. 4 (December 15, 2020): 7–21. http://dx.doi.org/10.5191/jiaee.2020.27407.
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Previous research has demonstrated that empowering women in developing nations has been shown to enhance agricultural productivity and rural development. Although women in Southeast Asia are often considered to be more empowered than in other parts of the world, in Thailand, women still experience persistent barriers to gender equality. In response, this case study examined the positionality of women in Thailand’s agricultural sector by describing their underlying beliefs and values regarding their careers. As a result, three distinct themes emerged: (1) dichotomous gender roles, (2) the perpetuation of gender stereotypes, and (3) positive perceptions and beliefs in gender equality and women’s abilities. The findings illuminated that despite having a distinctly positive perception of themselves and their abilities, women internalize prescribed gender stereotypes in the agricultural industry in Thailand. Such views appeared to impede the participants’ sense of empowerment in the agricultural workforce. Moving forward, we recommend that extension professionals design programming to empower women in Thailand by tailoring professional development opportunities based on regional differences in regard to gendered customs, norms, and traditions. Further, additional research should be conducted to distill the specific topic areas that could be used to stir critical reflection and action among women in Thailand’s agricultural sector. Keywords: agricultural development; gender equality; Thailand; women empowerment
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Spence, Janet T., and Camille E. Buckner. "Instrumental and Expressive Traits, Trait Stereotypes, and Sexist Attitudes: What Do They Signify?" Psychology of Women Quarterly 24, no. 1 (March 2000): 44–53. http://dx.doi.org/10.1111/j.1471-6402.2000.tb01021.x.
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College students rated the typical male and female student and themselves on 22 instrumental (I) and 16 expressive (E) items from the PAQ (Spence & Helmreich, 1978) and the BSRI (Bem, 1974), as well as on the BSRI items “masculine” and “feminine.” They also completed measures of gender stereotypes and sexist attitudes. Significant gender stereotypes were found on all but two I and E items in both genders. Significant gender differences in self-report were found on all the E items but on only 41% of the I items, confirming our hypotheses that societal changes have led women to develop more agentic self-conceptions. The pattern of relationships found between the self-report, stereotype, and attitude measures supports the utility of a multidimensional approach to gender. Responses to the items “masculine” and “feminine” confirm the implications of our hypothesis that these items primarily assess men's and women's basic sense of gender identity.
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Gómez-Carrasco, Cosme Jesús, and Sergio Gallego-Herrera. "La pervivencia de estereotipos de género en la enseñanza de la historia. Un estudio a través de libros de texto y las percepciones del alumnado de educación secundaria en España." Revista Electrónica Educare 20, no. 3 (August 9, 2016): 1. http://dx.doi.org/10.15359/ree.20-3.1.
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The aim of this paper is to study the persistence of gender stereotypes in History Education. This study is conducted through an iconographic analysis of textbooks and the perception of students in Secondary Education in Spain. The educational reforms carried out in Spain over the last twenty five years have improved some aspects of gender equality, especially the introduction of some cross-cutting themes related to this subject. However, investigations related to sexism in school materials have revealed the persistence of some gender clichés. To do this research, we have analysed 128 pictures on three History textbooks for fourth grade students of Compulsory Secondary Education in Spain. In the analysis, various categories were combined and they allowed a multifactorial study. Furthermore, these data have been contrasted with the answers given to a questionnaire on gender stereotypes by 152 students of two grades. The results show that, despite the improvement of textbooks, an imbalance still survives in the representation of male and female genders and in the images associated with them. In the answers to the questionnaire, disparate findings are also perceived. Although some sexist prejudices seem to be overcome, especially those related to the role of men and women at home, images and negative stereotypes about gender relations and women’s role still persist.
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Hyde, Janet Shibley, and Kristen C. Kling. "Women, Motivation, and Achievement." Psychology of Women Quarterly 25, no. 4 (December 2001): 364–78. http://dx.doi.org/10.1111/1471-6402.00035.
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Women's educational and occupational achievements are crucial to the economic productivity and prosperity of the nation, as well as to the mental health of women and their families. In this article we review psychological research on motivation and on educational achievement, focusing on gender and the contributions that have been made by feminist researchers. Feminist psychologists noted the sex bias and methodological flaws in traditional research on achievement motivation and proposed vastly improved models, such as Eccles's expectancy x value model of achievement behavior. Contrary to stereotypes, gender similarities are typically found in areas such as mathematics performance. Policymakers should be concerned about gender bias in the SAT and about the Female Underprediction Effect. Additional threats to girls' and women's achievements include stereotype threat and peer sexual harassment in the schools.
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Prentice, Deborah A., and Erica Carranza. "What Women and Men Should Be, Shouldn't be, are Allowed to be, and don't Have to Be: The Contents of Prescriptive Gender Stereotypes." Psychology of Women Quarterly 26, no. 4 (December 2002): 269–81. http://dx.doi.org/10.1111/1471-6402.t01-1-00066.
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This article presents a four-category framework to characterize the contents of prescriptive gender stereotypes. The framework distinguishes between prescriptions and proscriptions that are intensified by virtue of one's gender, and those that are relaxed by virtue of one's gender. Two studies examined the utility of this framework for characterizing prescriptive gender stereotypes in American society (Study 1) and in the highly masculine context of Princeton University (Study 2). The results demonstrated the persistence of traditional gender prescriptions in both contexts, but also revealed distinct areas of societal vigilance and leeway for each gender. In addition, they showed that women are seen more positively, relative to societal standards, than are men. We consider the implications of this framework for research on reactions to gender stereotype deviants and sex discrimination.
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Ünal, Fatma, Sinem Tarhan, and Eda Çürükvelioğlu Köksal. "Gender and Perception of Profession." Journal of Education and Training Studies 6, no. 3a (April 1, 2018): 35. http://dx.doi.org/10.11114/jets.v6i3a.3156.
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There are negative impacts of gender stereotypes particularly on the education of girls and women. The purpose of this study is to examine pre-service teachers’ profession perceptions within the context of gender using word association test technique and to identify the definition of the concept of “profession” depending on sex. This study is designed as a qualitative research and involves 250 pre-service teachers. In analysing the data, descriptive analysis method is used. Findings are presented in frequency tables and concept networks. The results show that the first profession pre-service teachers mention in their sentences about the concepts of “women and profession” is “teacher”, whereas it is “worker” for the concept of “men and profession”. In the light of the findings, suggestions are made to overcome gender stereotypes and to help individuals to become aware of the acts and talks that reproduce gender inequality.
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Ntsana, Margaret Kholiwe Ntsana. "Education Inequalities: An Investigation Of Gender Representation In Leadership Positions Of Selected Secondary Schools Of Gauteng Province." Journal of Women Empowerment and Studies, no. 12 (October 27, 2021): 47–59. http://dx.doi.org/10.55529/jwes.12.47.59.
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Most countries, South Africa included, are still grappling with gross gender underrepresentation in the senior education management and leadership positions. This article highlights the plight of women and their struggle to access senior leadership positions in education and aims to challenge the long-standing adage that women must teach, and males must lead. This study does not ignore the fact that there have been changes in the recruitment of women in leadership positions. It recognizes that there is evidence that even the women who are already in leadership positions are not afforded the same treatment as their male counterparts. The research study made use of quantitative research methods, and data was analysed using mathematically based methods, statistics. A sample was drawn from three different schools within the Tshwane District and was handed prepared questionnaires to respond to. Findings in this study highlight the barriers contributing towards women being underrepresented in leadership positions, to include, among others; gender roles stereotypes tying women to household chores as well as childrearing responsibilities. Recommendations are made on the following aspects, namely, recruitment and selection committees, education policies, deconstructing gender roles stereotypes as well as providing strong mentorship for women in leadership positions.
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Tietz, Wendy M. "Women and Men in Accounting Textbooks: Exploring the Hidden Curriculum." Issues in Accounting Education 22, no. 3 (August 1, 2007): 459–80. http://dx.doi.org/10.2308/iace.2007.22.3.459.
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The purpose of this study is to examine the representation of gender in introductory accounting textbooks. A content analysis of the homework items, the pictures, and the stories contained in 19 introductory accounting textbooks was conducted using both a quantitative and a qualitative approach. The results show that women and men are represented very differently throughout textbooks, thereby reinforcing gender stereotypes and gender role stratification. Given the accounting profession's explicit desire to increase diversity, accounting faculty need to be more aware of the implicit messages conveyed by our pedagogical materials.
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Khasbulatova, Olga A., and Inna N. Smirnova. "Gender stereotypes in digital society: modern tendencies." POPULATION 23, no. 2 (2020): 161–71. http://dx.doi.org/10.19181/population.2020.23.2.14.
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The relevance of this article is determined by the sustainable reproduction of gender stereotypes in various areas of Russian society. It is shown that gender stereotypes act as part of a person’s motivational complex and, under certain conditions, become a barrier to its development. The purpose of the study is to determine the nature, functions and mechanisms of the impact of gender stereotypes on the life strategies of an individual in a digital society. Offering a typology of personal life strategies, the authors consider a system for transmitting gender stereotypes in preschool and school education. They consider two types of life strategies: the development strategy and the strategy of everyday life. The development strategy refers to the behavior of individuals, which corresponds to the rejection of dependent moods, focus on continuing education and professional success, creative use of their personal potential. The strategy of everyday life involves a focus on solving not long-term, but life’s immediate problems, as well as a high degree of dependence of an individual on the social support of the state. Using the example of content analysis of preschool children’s literature, as well as textbooks of primary, secondary and high school, the authors show that the set of professions and family roles represented in the studied content forms and broadcasts gender stereotypes about professions, occupations, and social roles. High degree of the influence of gender stereotypes on the choice of a profession is a barrier to the development of personality and has a negative impact on the quality of women’s human capital. The state and society may face the problem of a significant part of women abandoning the development strategy in favor of the daily life strategy. The results of the study can be used in the work of Federal and local authorities, in implementation of the Federal projects «Digital Economy» and «Education», as well as in scientific works on this issue.
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Berikova, Marina, and Garold Latinov. "Modern gender policy in Russia and China." Population 24, no. 3 (September 24, 2021): 151–61. http://dx.doi.org/10.19181/population.2021.24.3.12.
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The problems of building and realizing the self-identity of men and women through the practice of gender awareness education are relevant to all countries and cultures to varying degrees. The article attempts to conduct a comparative analysis of gender policy in Russia and China at the present stage in two aspects: education in the field of equality of rights and opportunities of men and women; correction of gender stereotypes and biases. The specificity of the approach to solving gender problems correlates with the national-cultural, political, religious, and ethical characteristics of the Russian and Chinese peoples. In Russia, as in China, the norms and principles of interaction between men and women, as well as the equality of their rights and opportunities in social life, are formally recognized by society and legalized, that contributes to spread of egalitarian views and attitudes. However, the declarative nature of this recognition often manifests itself in the lives of citizens of both States. Nevertheless, the traditional gender stereotypes are being overcome in Russian and Chinese society (in each in its own way), the authorities are trying to expand the legislative framework on gender equality of men and women, attract administrative resources to improve the level of gender culture of the population, as well as develop and implement programs designed for women. The strategic direction of gender policy and gender awareness education remains the development of a systematic approach to the presence of a gender component in the understanding of social processes, to the integration of the achievements of both sexes in the organization of society.
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Schachter, Hindy Lauer. "Women in Public Administration." Administration & Society 49, no. 1 (July 28, 2016): 143–58. http://dx.doi.org/10.1177/0095399715611173.
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This article explores some aspects of the place of gender in educating public administrators for leadership, an important component of re-orienting women’s public sector role. While previous research has examined the place of gender in the Master of Public Administration (MPA) diversity and core courses, this study adds to our knowledge by analyzing gender in popular introductory MPA textbooks and in leadership courses. The aim is not only to see whether these offerings cover gender issues but whether they explore such issues only through a legal lens or supplement that approach with analysis of stereotypes in the gendered workplace—what management scholars call second-generation bias issues. The research finds that introductory textbooks and most leadership courses do not include material on second-generation bias issues. This tendency is unfortunate as some feminist theorists argue that adding education in second-generation bias issues to MPA education would help increase the role of women as leaders.
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Wiliński, Wojciech. "Parallelism of Olympic and Paralympic Sports in the light of gender stereotypes." Advances in Rehabilitation 25, no. 4 (December 1, 2011): 11–17. http://dx.doi.org/10.2478/rehab-2013-0015.
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Abstract Introduction: Gender stereotypes are socially-accepted beliefs pertaining to traits characteristic for women and men as well as activities which are universally considered appropriate for them. Sport is one of the areas subject to very strong gender stereotyping, which places itself primarily among masculine values. Referring to the social tendency for using gender stereotypes, the study is aimed at determining the level of parallelism of the Olympic and Paralympic movement, which while striving for integration (close relations), at the same time is weakened by prejudice associated with disability. Material and methods: The group of subjects consisted of students of Wroclaw University of Physical Education (N=174). They assessed Olympic sports disciplines and their Paralympic equivalents on two independent-five-degree scales: femininity and masculinity. The achieved results have been statistically analyzed by means of repeated measures ANOVA test in the following arrangement: 2 (sex of subjects: women vs. men) x 2 (sports discipline: Olympic vs. Paralympic) x 2 (gender stereotypes: femininity of sports discipline vs. masculinity of sports discipline) x 21( sports disciplines). Results: The obtained results show that Olympic and Paralympic disciplines treated collectively in the students’ opinion are more masculine than feminine, which confirms the thesis on predominance of the stereotype of masculinity in sport. However, Olympic sports disciplines analyzed individually, occurred to be both more masculine and feminine than their Paralympic counterparts. Conclusions: In the light of gender stereotypes, paralympic sport appears to be slightly disavowed, which indicates a threat to its parallelism with the Olympic movement. It seems that prejudice connected with sports practiced by persons with disabilities as well as not a very good current situation of Polish Paralympic athletes may account for this alarming result
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Manning, Tony, and Bob Robertson. "Explorations into sex, gender and leadership in the UK Civil Service Part 1. Introduction, background and theoretical considerations." Industrial and Commercial Training 47, no. 5 (July 6, 2015): 244–52. http://dx.doi.org/10.1108/ict-01-2015-0007.
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Purpose – This is the first of a three-part paper exploring the intersection between sex, gender and leadership in the UK Civil Service. The purpose of this paper is to introduce research by the authors into differences in the behaviour of men and women managers in the UK Civil Service, differences in 360 degree assessments of these behaviours and variations in the behaviours and assessments in different organisational contexts. This part of the paper sets the scene, and provides a literature review and a series of conjectures, derived from this review. Design/methodology/approach – This part of the paper outlines the training and development activities carried out by the authors and explains the target populations, the context in which managers operated and the part played by psychometric assessments in such activities. It then provides a literature review on the intersection of sex, gender and leadership. This looks at: the glass ceiling; leader preferences; gender stereotypes; gender stereotypes and leaders; attitudes towards women as leaders; leadership theories and gender stereotypes; sex differences in psychological traits; sex differences in leader behaviour and effectiveness. Finally, it presents a series of conjectures, derived from the literature review. Findings – The literature review shows that the playing field that constitutes managerial ranks continues to be tilted in favour of men and behaviours associated with the male stereotype, despite what leadership theories and field evidence would suggest. Research limitations/implications – The research was also a by-product of the authors’ training and development work, not a purpose-built research programme to explain the “glass ceiling”. It relates to the UK Civil Service and may not be relevant in other contexts. Practical implications – Later parts of the paper present prescriptions for minimising the impact of gender stereotypes, along with an evidence-based leadership framework. Training and development implications are presented. Findings are relevant to leaders, would be leaders and human resource professionals, including training and development specialists. Social implications – The vast majority of top leadership positions across the world are held by males rather than females. This prevents women from moving up the corporate ladder. This literature review describes the “glass ceiling” and explores what lies behind it. Originality/value – Research on sex differences in behaviour, gender stereotypes and situational differences in both, in the UK Civil Service, are all original. Of particular importance is the new evidence-based framework of leadership competences.
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Palahniuk, Mykhailo. "Training of Engineer-Technical Specialists: Gender Stereotypes in the Professional Sphere." Journal of Vasyl Stefanyk Precarpathian National University 8, no. 1 (April 1, 2021): 72–79. http://dx.doi.org/10.15330/jpnu.8.1.72-79.
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The article highlights the urgency of the problem of training engineering and technical professionals, taking into account the development of technology and social challenges of the market economy. Emphasis is placed on the need to ensure gender equality in the choice of engineering professions, equal opportunities for men and women. The essence of the concepts: “gender”, “gender pedagogy”, “gender culture”, “gender socialization”, “gender stereotypes”, “gender competence”, “gender education”, “gender inequality”, “gender roles” and others are substantiated. It is determined that gender studies are of great interest for pedagogical and psychological science, as they relate to the gender-role socialization of a person, his/her personal and professional development. The results of an empirical study on gender stereotypes in occupational choice among students of Ivano-Frankivsk National Technical University of Oil and Gas are presented (110 people took part in the survey). It has been revealed that gender is not the prerogative of many young people in engineering profession choice, however, such stereotypes still exist in the society. It was proven that for future professionals in this field, gender discrimination took place in their lives (28.4% of respondents) and it is mostly female who acquire technical professions. One third of students (32%) admitted that they had faced cases of unequal wages to men and women. It has been proven that negative gender stereotypes are more subjective than objective, which gives hope for a fundamental possibility of overcoming them in the training of specialists at the Technical University.
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Landrine, Hope. "Race � class stereotypes of women." Sex Roles 13, no. 1-2 (July 1985): 65–75. http://dx.doi.org/10.1007/bf00287461.
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Cipriano, Margarida, André Ribeiro Vaz, Jéssica Rolho, Ana Sofia Santos, and Paula Carneiro. "Behavior as a stereotype cue: An European Portuguese pretest on age and gender stereotypes." Análise Psicológica 39, no. 1 (July 8, 2021): 133–70. http://dx.doi.org/10.14417/ap.1778.
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When it comes to the study of stereotypes, plenty of material can be of use. While personality traits tend to be the most commonly adopted, behavioral information can also be relevant, both in the study of stereotypes, as well as in other research fields (e.g., illusory correlations, memory and judgement and decision making). The purpose of this paper was to create a readily available list of behavioral sentences with stereotypicality ratings for both age (young to old) and gender (woman to man) categories, to be used in future studies. In two studies, participants judged age and gender stereotypicality of more than two hundred sentences in European Portuguese. Results were stable across both studies, using different methodologies (three alternative forced-choice task, in Study 1; bipolar rating scale, in Study 2). Relative frequencies for each choice, as well as average ratings, per behavior, are provided at the end.
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Hudak, Mary A. "Gender schema theory revisited: men's stereotypes of American women." Sex Roles 28, no. 5-6 (March 1993): 279–93. http://dx.doi.org/10.1007/bf00289886.
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Abrams, Laura S. "Contextual Variations in Young Women's Gender Identity Negotiations." Psychology of Women Quarterly 27, no. 1 (March 2003): 64–74. http://dx.doi.org/10.1111/1471-6402.t01-2-00008.
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This article explores young women's strategies for seeking personal power and resisting gender-based stereotypes in a wealthy, suburban, White community and a working-class, urban, community of color. Semi-structured interviews with 27 young women were used to examine contextual variations in these gender identity negotiation processes. Both groups of young women were acutely aware of women's subordinate social and cultural position and this awareness contributed to some negative feelings about being female. However, their strategies for locating strength in their identities varied by social contexts. Moreover, the two groups of young women encountered distinct sets of stereotypes in their respective communities. Forms of resistance to these stereotypes led to significantly different behavior patterns. These comparisons build a richer theoretical understanding of the contextual dimensions of young women's gender identity negotiations.
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Kong, Stephanie, Katherine Carroll, Daniel Lundberg, Paige Omura, and Bianca Lepe. "Reducing gender bias in STEM." MIT Science Policy Review 1 (August 20, 2020): 55–63. http://dx.doi.org/10.38105/spr.11kp6lqr0a.
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Women continue to be underrepresented in science, technology, engineering, and math (STEM). Gender discrimination and gender bias reinforce cultural stereotypes about women and their ability to perform in male-dominated STEM fields. Greater policy intervention can bolster national response to gender-based harassment and discrimination. There are four major efforts that individual institutions, local governments, and the federal government can support to combat gender discrimination in STEM: (1) invest in early education initiatives for increasing female representation, (2) institute stronger state and federal policies around gender discrimination, (3) foster workplace practices that promote diversity, and (4) develop better quantification and metrics for assessing gender discrimination to enact more meaningful policies.
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Thums, Kathrin, Timo Gnambs, and Ilka Wolter. "The impact of gender-stereotypical text contents on reading competence in women and men." Zeitschrift für Erziehungswissenschaft 23, no. 6 (November 10, 2020): 1283–301. http://dx.doi.org/10.1007/s11618-020-00980-8.
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AbstractSocieties have socially shared assumptions about what constitutes typically male or female attributes. Language can contribute to gender inequality by transmitting gender stereotypes. This study examines whether gender-stereotypical connotations in stimulus texts within a reading competence test might serve as a nuisance factor distorting reading competence measurements. In addition to a general factor for reading competence, we expected gender-stereotypical texts to give rise to gender-specific factors regarding the text content. The research was based on a sample of 813 adults from a pilot study of the German National Educational Panel Study (NEPS). A bifactor model confirmed a general factor for reading competence. However, the two gender-specific factors were not found; consequently, no substantial gender differences in reading competence for gender-stereotypical text content were observed. These findings indicate that there is no substantial impact of gender-stereotypical text connotations on the measurement of women’s and men’s reading competence.
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Matveeva, Galina, Natalya Lutsenko, Marina Lesnyak, and Yulya Khoroshevskaya. "Modification of gender behavior of a teacher in the context of modern digital education." E3S Web of Conferences 273 (2021): 12048. http://dx.doi.org/10.1051/e3sconf/202127312048.
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The article deals with the problem of the influence of gender stereotypes on the speech and social behavior of a teacher in online communication. A detailed review of the historically and culturally determined traits and behaviors of a business woman is given. The questions of the dependence of the choice of one of the behavioral patterns or their combination on the conditions in which the speaker is located are considered. On the basis of experimental observations, the dependence of behavioral preferences in offline and online communication in the educational environment was revealed. The experiments were conducted with the involvement of widely available sources-historical, business documents, personal letters. The sources were studied using the methods of a pragmalinguistic experiment and statistical analysis. The conclusions are presented in the proposed article. This allows us to talk about a certain stereotype of the speech behavior of women in senior management positions. It is concluded that it is necessary to modify the educational environment in the context of digitalization of education for the intuitive choice of an effective model of speech behavior and to increase the psychological stability and effectiveness of the teacher.
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Cheeseborough, Thekia, Nicole Overstreet, and L. Monique Ward. "Interpersonal Sexual Objectification, Jezebel Stereotype Endorsement, and Justification of Intimate Partner Violence Toward Women." Psychology of Women Quarterly 44, no. 2 (January 6, 2020): 203–16. http://dx.doi.org/10.1177/0361684319896345.
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Sexual objectification and Jezebel stereotype endorsement, a racialized characterization of Black women as promiscuous, have been linked to harmful violence attitudes toward women. Although Black women’s experiences of sexual objectification may be compounded by racialized stereotypes, research has yet to examine how these processes intersect to influence justification of intimate partner violence toward women. This study fills this gap in the objectification literature by examining associations between interpersonal sexual objectification, endorsement of racialized stereotypes, and justification of violence toward women in a sample of Black men and women. Participants were 432 Black Americans who completed an online survey. Among Black men, we found that greater objectifying behaviors and greater endorsement of the Jezebel stereotype were associated with greater justification of violence toward women. We did not find evidence of an interaction between these two processes. Among Black women, we found an interaction between objectification experiences and stereotype endorsement, such that justification of violence was highest for Black women who endorsed the Jezebel stereotype and had more frequent experiences of sexual objectification. Violence prevention work, such as perpetrator rehabilitation programs and victim support groups, should explicitly address how stereotypical images of Black women impact their experiences of violence.
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Solodyankina, E. S., and M. A. Polishchuk. "FEATURES OF GENDER STEREOTYPES OF THE IZHEVSK's YOUTH IN THE FAMILY RELATIONS." Вестник Удмуртского университета. Социология. Политология. Международные отношения 5, no. 4 (December 13, 2021): 438–45. http://dx.doi.org/10.35634/2587-9030-2021-5-4-438-445.
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This article attempts to identify gender stereotypes of modern youth living in a large peripheral city in the field of family life and intergenerational and gender relations. According to a number of researchers, in the modern world there is a "global disintegration" of the traditional system of division of social labor, power relations between men and women, which inevitably leads to the transformation of marriage and family relations. Thus, modern women are increasingly involved in the material support of the family, men are more engaged in household chores than before, participate in the education and development of children, etc. And, therefore, it is necessary to study this aspect of sociology in order to rid society of existing prejudices, stereotypes associated with the behavior patterns of men and women. The formation of gender identity is one of the first forms of human socialization. A family is the primary institution that a person gets into, and, consequently, the development of gender roles takes place here. Gender socialization affects the relationship between the sexes, allows men and women to communicate. However, it is often possible to notice misunderstandings between the sexes, which leads to the formation of stereotypes, as well as various social problems, such as: gender discrimination, a large number of divorces, domestic violence. It was supposed to find out what is the basis for the formation of such stereotypes in modern Russian society. Thanks to the results obtained, specialists working with families, as well as working with young people, will be able to improve the culture of serving visitors of different socio-demographic groups and plan their professional activities more carefully.
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Canetto, Silvia Sara, Patricia L. Kaminski, and Diane M. Felicio. "Typical and Optimal Aging in Women and Men: Is There a Double Standard?" International Journal of Aging and Human Development 40, no. 3 (April 1995): 187–207. http://dx.doi.org/10.2190/rx0u-t56b-1g0f-266u.
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Gender stereotypes of typical and optimal, mentally healthy aging were examined with sixty-year-old and seventy-five-year-old women, men and gender-unspecified older people as target persons. Respondents were young adult individuals ( N = 232) and their older adult relatives/acquaintances ( N = 233). Perceptions of typical aging varied depending on the age of the respondent, the target gender and the target age. Gender stereotypes were more pronounced than age stereotypes: respondents described same-gender targets more similarly than same-age targets. Older women were rated higher on dimensions related to nurturance while older men were rated higher on intellectual competence and autonomy. Perceptions of optimal aging were not found to be affected by the gender of the respondent or target. Views of optimal aging, however, were influenced by respondent and target age. These findings suggest a double standard of aging for typical but not for optimal aging.