Relevant bibliographies by topics / Stereotypes (Social psychology) Sex differences (Psychology) Social influence

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Academic literature on the topic 'Stereotypes (Social psychology) Sex differences (Psychology) Social influence'

Author: Grafiati
Published: 4 June 2021
Last updated: 11 February 2022

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Journal articles on the topic "Stereotypes (Social psychology) Sex differences (Psychology) Social influence"

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Patrčević, Sonja, and Maja Ernečić. "RAZVOJ DJECE U ISTOSPOLNIM OBITELJIMA – ČINJENICE, PREDRASUDE I ULOGA DRUŠTVA." Annual of Social Work 27, no. 3 (April 24, 2021): 563–90. http://dx.doi.org/10.3935/ljsr.v27i3.291.

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DEVELOPMENT OF CHILDREN IN SAME-SEX FAMILIES – FACTS, PREJUDICES AND THE ROLE OF SOCIETY Changes in the family structure which have been present in recent decades generated new forms of families, among which are same-sex families. These changes are mainly not accompanied by the same speed of changes in society through a change of the system of values, public perceptions and policies. Many same-sex couples raise children who were born in previous heterosexual relationships, realise parenthood through different reproduction techniques, and in some societies, which are more modern and mature than ours and which are pro-European and western oriented, adoption of children by same-sex couples was already legitimized a long time ago. A series of research studies connected to same-sex families and parenthood was conducted to date. The results of most scientific studies have shown that there are no significant changes between children who grow up in heterosexual unions and those who grow up in same-sex unions related to their mental and physical well-being, social competencies, behavioural adjustment, gender identity and role, sexual orientation, social relations and academic achievement. It seems that family processes, quality of parenthood and quality of the parent-child relationship influence the developmental outcomes far more than the family structure does. The influence of stigmatization seems to be controversial as the results are contradictory. The influence of stigmatization is negatively connected to mental health and quality of life of same-sex couples. In spite of that, their children develop into healthy persons in the homophobic society they grow up in. Nevertheless, society burdened by stereotypes and prejudice represents a certain social risk for same-sex families. Opposing scientific research which shows very few noticeable differences between the children of same-sex and heterosexual couples to social beliefs that are not based on scientific facts is important for the social survival of these different families. Scientific literature should be the only relevant factor in designing policies that position same-sex families within a wider social context. It is precisely due to this that this paper provides an overview of scientific research studies that are focused on the potential influences of same-sex unions on the children’s growing up,with an emphasis on the sexual and psychosocial development of the children. The presented results should form a basis for all discussions about the influence of same-sex parenthood on children and only they are relevant for policy-making based on scientific facts.
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Leaper, Campbell, and Jean Berko Gleason. "The Relationship of Play Activity and Gender to Parent and Child Sex-typed Communication." International Journal of Behavioral Development 19, no. 4 (December 1996): 689–703. http://dx.doi.org/10.1177/016502549601900401.

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The influence of contextual factors on parent-child interactions, and the role of these factors in the incidence of gender differences in communication, was examined. Twelve daughters and twelve sons (mean age = 43 months) visited a university laboratory on separate occasions, once with their mothers and once with their fathers. During both visits, the parent-child pair played with a relatively masculine-stereotyped toy set, oriented toward construction play (a take-apart car), and a relatively feminine-stereotyped toy set, oriented toward social-dramatic play (props for a grocery store). Transcripts of the parent and child speech acts were coded while listening to audiotape recordings of the interactions. The results indicated that the play activity, and not the speaker's gender, significantly affected both parents' and children's use of different speech acts. Parent gender was an additional predictor of children's speech. All of the significant effects had large effect sizes. The findings support theoretical models and other research reports that emphasise the importance of activity settings in the sex-typing process.
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Harris, Mary B. "Sex Differences in Stereotypes of Spectacles1." Journal of Applied Social Psychology 21, no. 20 (October 1991): 1659–80. http://dx.doi.org/10.1111/j.1559-1816.1991.tb00497.x.

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Friedman, Heidi, and Leslie A. Zebrowitz. "The Contribution of Typical Sex Differences in Facial Maturity to Sex Role Stereotypes." Personality and Social Psychology Bulletin 18, no. 4 (August 1992): 430–38. http://dx.doi.org/10.1177/0146167292184006.

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Beckwith, J. B. "TERMINOLOGY AND SOCIAL RELEVANCE IN PSYCHOLOGICAL RESEARCH ON GENDER." Social Behavior and Personality: an international journal 22, no. 4 (January 1, 1994): 329–36. http://dx.doi.org/10.2224/sbp.1994.22.4.329.

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While the feminization of psychology seems remote, socially relevant research is relatively achievable. In the present paper, terminology is initially reviewed, and distinctions are drawn between concepts of sex, gender, and sexuality. Traditional areas of psychological activity in relation to gender differences, gender identity, gender stereotypes, gender and sexuality are noted, and issues of social relevance are highlighted. Possibilities for socially relevant research include investigation of power differences, the subjective experience of oppression, objectification of women's bodies, and the pattern of connections and disconnections between sex, gender, sexuality, and position on feminism.
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Chalabaev, Aïna, Philippe Sarrazin, David Trouilloud, and Lee Jussim. "Can Sex-Undifferentiated Teacher Expectations Mask an Influence of Sex Stereotypes?�Alternative Forms of Sex Bias in Teacher Expectations." Journal of Applied Social Psychology 39, no. 10 (October 2009): 2469–98. http://dx.doi.org/10.1111/j.1559-1816.2009.00534.x.

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Finkel, Eli J., and Paul W. Eastwick. "Arbitrary Social Norms Influence Sex Differences in Romantic Selectivity." Psychological Science 20, no. 10 (October 2009): 1290–95. http://dx.doi.org/10.1111/j.1467-9280.2009.02439.x.

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Halpern, Diane F. "The influence of sex-role stereotypes on prose recall." Sex Roles 12, no. 3-4 (February 1985): 363–75. http://dx.doi.org/10.1007/bf00287602.

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Rubini, Vittorio, and Elena Antonelli. "Self‐gender schemata and the processing of social information." European Journal of Personality 6, no. 5 (December 1992): 359–70. http://dx.doi.org/10.1002/per.2410060504.

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Previous research has found that subjects possessing a self‐gender schema in line with gender stereotypes (i.e. sex‐typed individuals) are quicker than non‐sex‐typed subjects in deciding whether a stereotypically masculine or feminine trait adjective is self‐descriptive or not. The results of memory tasks are more contradictory. In this study we have supposed that gender‐schematic subjects can most effectively process gender‐linked information even if it does not relate to the self. More specifically, we hypothesized (a) that sex‐typed subjects are quicker than non‐sex‐typed subjects in deciding whether a trait adjective can be better attributed to men or women and (b) that they recall a greater number of masculine and feminine adjectives and have greater gender‐based clustering indices compared with non‐sex‐typed individuals. Subjects previously identified as Sex‐typed, Androgynous, Indifferentiated, and Cross‐sex‐typed were presented with adjectives referring to stereotypic masculine and feminine traits. The results showed that sex‐typed subjects, regardless of their sex, were faster than the other groups in deciding whether a certain trait applied more to a man than to a woman. No significant differences between the groups of subjects were found as to the number of masculine and feminine items being correctly recalled or to gender‐based clustering indices.
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Poeschl, Gabrielle. "A hundred years of debates on sex differences: Developing research for social change." Journal of Social and Political Psychology 9, no. 1 (June 7, 2021): 221–35. http://dx.doi.org/10.5964/jspp.6399.

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After women secured the right to vote some hundred years ago, the assertions about their innate inferiority gradually began to vanish, giving way to theories about the countless aspects which apparently differentiated them from men. In this paper, we follow the evolution of research on sex differences, starting with the work of the first female psychologists who questioned the theories that justified women’s subordinate positions in society. We trace the main developments of the studies on sex differences, their relationship with social roles, gender stereotypes, and gender identity, and describe the strategies used to highlight the role of society rather than of biology in shaping men and women’s personalities and behaviors. We describe the controversies this area of research gave rise to, the debates over its political implications, and the changes observed over time in women’s social positions and within research perspectives. Finally, we discuss the mutually reinforcing effects of social organization and lay conceptions of gender and reflect on how the field of research on sex differences has contributed to building a fairer society.
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Dissertations / Theses on the topic "Stereotypes (Social psychology) Sex differences (Psychology) Social influence"

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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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Whited, Matthew C. "Sex differences in cardiovascular reactivity influence of the gender relevance of a social task /." Morgantown, W. Va. : [West Virginia University Libraries], 2007. https://eidr.wvu.edu/etd/documentdata.eTD?documentid=5239.

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Thesis (M.S.)--West Virginia University, 2007.
Title from document title page. Document formatted into pages; contains iv, 80 p. : ill. Includes abstract. Includes bibliographical references (p. 40-44).
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Hanna, Elizabeth C. "Preferential same-sex imitation by toddlers /." Thesis, Connect to this title online; UW restricted, 1995. http://hdl.handle.net/1773/9135.

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Gay, Janet Olson. "The influence of dual-career, dual-earner, and single-earner family lifestyles on sex roles, attitudes toward sex stereotypes, and career-related decisions of young adults." The Ohio State University, 1995. http://rave.ohiolink.edu/etdc/view?acc_num=osu1387449775.

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Young, Tess Nicole. "Cross-classification and gender stereotyping in young children." View electronic thesis (PDF), 2009. http://dl.uncw.edu/etd/2009-2/rp/youngt/tessyoung.pdf.

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Taylor, Laura Jane. "Gender differences in problem discussion : the depressive effect of co-rumination in same-sex friendships." Thesis, University of Oxford, 2014. http://ora.ox.ac.uk/objects/uuid:257733f4-7d5c-4bff-9751-d33053198ddb.

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The main objective of this thesis was to examine gender differences in co-rumination using observational, experimental, and diary methods. At the start of this project there were no existing studies which had assessed co-rumination in this way and this thesis intended to be an exploratory investigation of co-rumination using these methods. Rose (2002) defined co-rumination as ‘excessively discussing problems within a dyadic relationship’ (p. 1830) and used it to explain why females have closer, more supportive, friendships (Rose & Rudolph, 2006) but are also more susceptible to depression (Weissman & Klerman, 1977). Her findings suggest that co-rumination has maladaptive outcomes for females (increased depression and anxiety) but not for males. The six studies within this thesis aimed to investigate the outcomes of co-rumination using adult (Studies 1- 4), adolescent (Studies 5 and 6) and child samples (Study 6). The first three studies within this thesis assessed co-rumination using dyadic analyses of observational and experimental data. The results of these studies indicated that scores from the co-rumination questionnaire (CRQ) and the co-rumination coding scheme (CRCS) were associated with affect, but that the co-rumination manipulation used in Study 3 had no effect on levels of affect. CRCS was mainly predictive of depressive outcomes whereas CRQ was predictive of both depressive and anxious outcomes. The research indicated that CRQ scores positively correlated across the two dyad members. However, each dyad member’s score showed different associations with affect, depending on whether the dyad member was presenting his or her own problem for discussion. The diary studies indicated that co-rumination was best assessed using daily items which were more predictive of changes in positive and negative affect than the CRQ. It was clear from the studies within this thesis that co-rumination did not only have negative outcomes for females, and that future research should examine the outcomes of co-ruminative discussions for males and females. It was suggested that future researchers should conduct similar experimental research to Study 3 but that they should include multiple co-ruminative interactions and more immediate assessments of co-rumination in the days following a co-ruminative interaction.
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Hardee, Bailey Alice Anne. "Effects of Stereotype Threat on Females in Math and Science Fields: An Investigation of Possible Mediators and Moderators of the Threat-Performance Relationship." Diss., Available online, Georgia Institute of Technology, 2004:, 2004. http://etd.gatech.edu/theses/available/etd-11162004-111432/unrestricted/hardee-bailey%5Falice%5Fa%5F200412%5Fphd.pdf.

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Thesis (Ph. D.)--Psychology, Georgia Institute of Technology, 2005.
Amy Bruckman, Committee Member ; Jack Feldman, Committee Chair ; Dianne Leader, Committee Member ; Larry James, Committee Member ; Ruth Kanfer, Committee Member. Includes bibliographical references.
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Gresky, Dana Prestwood. "That was hard! examining the effects of test instructions and content on women's mathematics performance under stereotype threat /." Fort Worth, Tex. : Texas Christian University, 2006. http://etd.tcu.edu/etdfiles/available/etd-11292006-080806/unrestricted/gresky.pdf.

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Flanigan, Christine M. "Staying With a Partner Who Cheats: The Influence of Gender and Relationship Dynamics on Adolescents' Tolerance of Infidelity." Bowling Green, Ohio : Bowling Green State University, 2007. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=bgsu1182801526.

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Wong, Kit-kwan Heidi. "Sex-role stereotypes and academic subject preferences among Form 3 boys and girls in co-educational and single-sex Anglo-Chinese secondary schools in Hong Kong." [Hong Kong : University of Hong Kong], 1993. http://sunzi.lib.hku.hk/hkuto/record.jsp?B13553379.

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Books on the topic "Stereotypes (Social psychology) Sex differences (Psychology) Social influence"

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

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Gender stereotypes in corporate India: A glimpse. New Delhi: Response Books, 2008.

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Bhogle, Sudha. Sex typing in Indian children and its psycho-social implications. [New Delhi: University Grants Commission], 1991.

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Men and women in interaction: Reconsidering the differences. New York: Oxford University Press, 1996.

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C, Barnett Rosalind, ed. The truth about girls and boys: Challenging toxic stereotypes about our children. New York: Columbia University Press, 2011.

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Irmen, Lisa. Zur automatischen Aktivierung und Anwendung von Geschlechtskategorien. Lengerich: Pabst Science, 2001.

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Irmen, Lisa. Zur automatischen Aktivierung und Anwendung von Geschlechtskategorien. Lengerich: Pabst Science, 2001.

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Sex and gender: Interdisziplinäre Beiträge zu einer gesellschaftlichen Konstruktion. Frankfurt am Main: Peter Lang, 2009.

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Sandgruber, Roman. Frauensachen - Männerdinge: Eine "sächliche" Geschichte der zwei Geschlechter. Wien: Ueberreuter, 2006.

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Book chapters on the topic "Stereotypes (Social psychology) Sex differences (Psychology) Social influence"

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Best, Deborah L., and Angelica R. Puzio. "Gender and Culture." In The Handbook of Culture and Psychology, 235–91. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780190679743.003.0009.

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Culture and gender are closely intertwined with biological factors creating predispositions for sex and gender development. However, sociocultural factors are critical determinants leading to gender differences in roles and behaviors that may be modest but culturally important. Culture has profound effects on gender-related behavior, values, identity, roles, and how these are regarded in various social contexts. Culture governs the socialization of children, the tasks children are taught, the roles adult men and women adopt, and the expectations that govern women’s and men’s attitudes and behaviors. Culture provides the context in which gender roles, identity, and stereotypes unfold as well as parameters regarding sexual behavior. Culture affects variation in gender-related behaviors between individuals within a cultural group as well as variation between cultures. Culture can maximize, minimize, or even eliminate gender differences in social behaviors and cognitions. Indeed, it is impossible to separate gender and culture.
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