Dissertations / Theses: '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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Tolbert, Tiffany Monique. "A content analysis of photographic images and gender in The source sports, Sports illustrated for women, Sports illustrated, and ESPN magazine." Virtual Press, 2001. http://liblink.bsu.edu/uhtbin/catkey/1217392.

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This study examined sports photographs in fifty-two issues (thirteen issues each) of The Source Sports, Sports Illustrated for Women. Sports Illustrated and ESPN Magazine for gender differences in the way athletes are visually portrayed. Duncan and Sayaovong's 1990 study was used as the foundation for this new study.The content analysis revealed quantitative differences in photographic depictions of female and male athletes. Like the previous study, gender differences were found in the overall number of photographs of female and male athletes. These photographs were then broken down into one-half page, full-page and pull-out photographs. Gender differences were also found in the number of male and female athletes on the cover of the magazines, and the level of activity or inactivity associated with athletes. Unlike the previous study, the researcher found no gender differences in prominent and supporting positions when both men and women were featured in a photograph and no difference in camera angles.
Department of Journalism

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Wong, Kit-kwan Heidi, and 黃潔君. "Sex-role stereotypes and academic subject preferences among Form 3 boys and girls in co-educational and single-sex Anglo-Chinesesecondary schools in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1993. http://hub.hku.hk/bib/B31956889.

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DeVigal, Alexis Jocelyn. "Stereotype Threat and Effects of Students' Perception of Their Math Teacher's Fairness on Their Math Self-Efficacy." PDXScholar, 2017. https://pdxscholar.library.pdx.edu/open_access_etds/3999.

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Gender inequalities perpetuated by educational and occupational segregation may be exacerbated in part by socialization processes that occur in the years leading up to when high school students typically begin considering postsecondary options. Students’ feelings of self-efficacy in certain subjects can be an important factor that informs their decisions to pursue coursework and programs. This study used stereotype theory to understand how students' perceptions of their 9th grade math teacher's fairness affected their 11th grade math efficacy and how this relationship was moderated by the gender of the student and their math teacher. Using the High School Longitudinal Study of 2009, linear regression models predicting students’ math efficacy in 2012 indicated that students have higher levels of math efficacy when they perceive their math teachers as more fair, though this relationship was explained away by controls. An additional interaction term between student gender and math teacher gender revealed that girls’ efficacy is more strongly affected by perceptions of their male math teachers than perceptions of their female math teachers. This finding may be explained by the persistence of stereotypes around math that assume male superiority in the subject, which leads students to see their male math teachers as true authorities in math as opposed to their female math teachers.

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Anderson, Jennifer Anne. "Understanding Male Nursing Student Perceptions of the Influence of Gender| A Qualitative Case Study Approach of Students, Faculty, and Administration in a Pacific Northwest Nursing Program." Thesis, Portland State University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3636207.

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In contemporary American society, the nursing profession is predominantly made up of white women. Currently, males make up only 6.8 percent of the three million nursing professionals in the U.S. and they are considered gender minorities within the nursing profession and within nursing education. As gender minorities, male students are identified as experiencing nursing programs and the practice of nursing differently than their female counterparts.

The purpose of this single instrumental, within site case study was to explore the learning environment for male nursing students and to investigate the nature of the interactions between nursing faculty and male undergraduate students in a Pacific Northwest medical university nursing program. Data was collected in the educational setting through observations, participant interviews, and document analysis. In addition, this study used Kanter's theoretical framework of tokenism to uncover if male nursing students were perceived as tokens in the educational environment. The findings showed that the faculty-student interactions were largely positive; they also revealed that having other males in the class was an instrumental factor in their positive perception of their educational experience. However, the male nursing students also identified areas of discomfort in the educational setting, specifically when practicing clinical skills with female peers, feeling pressured to volunteer and to expose skin during in-class demonstrations, and anticipating that they would be excluded from certain clinical situations. This research indicated that gender differences are present within nursing education and contributed to instances of discomfort for male students. Specific barriers occurred most often when men engaged with female peers and were in clinical settings. These findings provide new insight into when and where men begin to experience gender barriers in the educational environment and are pertinent to understanding the educational environment for men in nursing. Recommendations specifically geared towards assisting students in their first term are suggested for nursing faculty and administrators to ensure that the learning environment is welcoming for men. These recommendations include consciously placing males together in cohort groups and in clinical experiences, reducing instances of visibility and pressure on men in the clinical setting, building faculty awareness of perceived and real barriers for men in the educational setting, and providing faculty with tools to assess and address barriers that are present in the classroom environment.

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Weisgram, Erica S. "Gender, values, and the formation of occupational goals." Thesis, 2006. http://hdl.handle.net/2152/2653.

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Stutzman, Naomi Sommers. "Examining the Relationship Between Personality and Performance: Does Personality Predict Performance for Female Leaders?" Thesis, 2017. https://doi.org/10.7916/D80G3XKS.

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The goal of the current study was to explore whether personality differentially predicts performance for male and female leaders. The predictive relationship between personality assessment and performance evaluation is a cornerstone of performance management practice. Using the lens of gender stereotype theory, the relationship between personality assessment and performance evaluation was reconsidered. It was hypothesized that the gender stereotypes associated with certain leader personality traits may have a differential impact on the performance evaluations of female leaders. In order to test this, gender as a moderator in the relationship between Hogan personality assessments and multi-rater performance evaluations was examined in a sample of mid- to senior-level leaders at a large multi-national consumer products organization. Results revealed no significant differences in the performance evaluations of male and female leaders. Results provided partial support for the proposition that personality differentially predicts performance for male and female leaders; the traits that predicted performance for female leaders differed from the traits that predicted performance for male leaders. Significant gender differences in personality were broadly consistent with gender stereotypes, but were not central to the relationship between personality and performance. Exploratory analyses revealed that the predictive relationship between personality and performance also varied by leader ethnicity, with personality only significantly predicting performance for White leaders. The predictive relationship between personality and performance also varied intersectionally, with personality only significantly predicting performance for White and non-US male leaders; personality did not significantly predict performance for female leaders of any ethnicity. This study highlights the unique contribution of stereotype theory to the structures of performance management and adds nuance to the conversation on performance evaluation for leaders of non-dominant social identity groups.

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Pfiester, Rebecca Abigail. "Stereotype threat in mixed-sex dyadic communication." 2009. http://hdl.handle.net/2152/18455.

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Stereotype threat is the cognitive pressure certain individuals feel when they believe their performance on a particular task might confirm a negative stereotype about their group. The purpose of this dissertation was to investigate the possible negative influence of stereotype threat on mixed-sex dyadic encounters by objectively and subjectively measuring their verbal accommodation behaviors. Sex-stereotypes were manipulated (men have greater logical intelligence than women; women have greater social intelligence than men) while participants engaged in multiple mixed-sex interactions. Four patterns emerged when analyzing the presence of both objective and subjective communication accommodation behaviors. First, women were more likely than men to objectively demonstrate accommodation behaviors such as hedges, questions, fillers, and back-channel responses. Second, most participants used less accommodation behaviors over time. Third, comparing the objective and subjective expressions of accommodation behaviors revealed no relationship--in other words, people may report one thing, but third-party accounts point toward different results. Finally, the way people judge a stranger's overall character is highly correlated to their perception of his/her verbal accommodation behaviors. This dissertation concludes with future recommendations for interpersonal communication scholars interested in stereotype threat research.
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18

Hoss, Rebecca Anne. "What is beautiful is sex-typed a developmental examination /." Thesis, 2003. http://wwwlib.umi.com/cr/utexas/fullcit?p3116338.

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"Sex difference in academic choice: their relations with sex-role orientation & sex stereotypes." Chinese University of Hong Kong, 1992. http://library.cuhk.edu.hk/record=b5887023.

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by Vivian Mo-yin Cheng.
Added t.p. in Chinese and English.
Thesis (M.A.Ed.)--Chinese University of Hong Kong, 1992.
Includes bibliographical references (leaves 89-94).
ACKNOWLEDGEMENTS --- p.i
ABSTRACT --- p.ii
LIST OF TABLES --- p.iv
LIST OF FIGURES --- p.v
LIST OF APPENDICES --- p.v
CHAPTER
Chapter I. --- INTRODUCTION --- p.2
Purpose of the Study --- p.2
Significance of the Study --- p.3
Chapter II. --- REVIEW OF SELECTED LITERATURE --- p.5
Sex differences --- p.5
Sex-stereotypes --- p.8
Sex-role Orientation --- p.14
Expectancy-value Model --- p.19
Chapter III. --- METHOD --- p.22
Study Overview --- p.22
Subjects --- p.22
Procedure --- p.23
Measures of --- p.25
Academic Choice --- p.25
Acheivement Motives --- p.26
Sex-stereotypes --- p.29
Sex-role Orientation --- p.34
Past School Performances --- p.39
Research Hypotheses --- p.42
Data Analyses --- p.43
Chapter IV. --- RESULTS --- p.47
Sex-related differences --- p.47
Effects of Sex-role Orientation --- p.50
Effects of Sex-stereotypes --- p.54
Path Model for Academic Choice --- p.56
Chapter V. --- DISCUSSION --- p.61
Summary of Findings --- p.61
Implication of Findings --- p.62
Further discussion on Sex-role Orientation --- p.68
Directions for future research trend --- p.72
Limitations of the study --- p.74
APPENDICES --- p.76
REFERENCES --- p.89

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Brodish, Amanda Beth. "Stereotype threat and achievement goals : an integrative approach /." 2007. http://www.library.wisc.edu/databases/connect/dissertations.html.

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Hollingshead, Nicole A. "An investigation of medical trainees' self-insight into their chronic pain management decisions." Thesis, 2014. http://hdl.handle.net/1805/4842.

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Indiana University-Purdue University Indianapolis (IUPUI)
While the majority of chronic pain patients report receiving inadequate care, there is evidence that female and Black patients receive less analgesic medications and treatment for their chronic pain compared to male and White patients, respectively. While treatment disparities have been evidenced in the literature, there is little understanding of provider-factors, such as their decision-making awareness and attitudes, which may contribute to the differences in treatment. This investigation employed quantitative and qualitative procedures to examine the relationship between patient demographics and chronic pain treatment variability, providers’ awareness of these non-medical influences on their decisions, and the extent to which providers’ gender and racial attitudes associate with their treatment decisions. Twenty healthcare trainees made pain treatment decisions (opioid, antidepressant, physical therapy, pain specialty referral) for 16 computer-simulated patients presenting with chronic low back pain; patient sex and race were manipulated across vignettes. Participants then selected among 9 factors, including patient demographics, to indicate which factors influenced their treatment decisions for the simulated patients and completed gender and racial attitude measures. After online study completion, follow-up semi-structured interviews were conducted to discuss the medical/non-medical factors that influence trainees’ clinical treatment decisions. Quantitative analysis indicated that 5%-25% of trainees were actually influenced (p<0.10) by patient sex and race in their treatments, and on the whole, trainees gave higher antidepressant ratings to White than Black patients (p<.05). Fifty-five percent demonstrated concordance, or awareness, between their actual and reported use of patient demographics. Follow-up McNemar’s test indicated trainees were generally aware of the influence of demographics on their decisions. Overall, gender and racial attitudes did not associate with trainees’ treatment decisions, except trainees’ complementary stereotypes about Black individuals were positively associated with their opioid decisions for White patients. During qualitative interviews, aware and unaware trainees discussed similar themes related to sex and racial/ethnic differences in pain presentation and tailoring treatments. We found that (1) a subset of trainees were influenced by patient sex and race when making chronic pain treatment decisions, (2) trainees were generally aware of the influence of patient demographics, and (3) trainees discussed differences in pain presentation based on patients’ sex and ethnic origin. These findings suggest trainees’ are influenced by patient demographics and hold stereotypes about patient populations, which may play a role in their decision-making.

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Shakwane, Simangele. "Socio-cultural perceptions of nursing and its influence on the recruitment and retention of males student nurses in Nursing Education Institutions (NEIs), KwaZulu Natal Province." Diss., 2014. http://hdl.handle.net/10500/19170.

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Nursing is a female dominated profession; making it difficult for men in the profession to excel in their caring capacities as nurses. This study aimed at identifying and describing male and female nurses' insights into and perceptions of socio-cultural influences on the recruitment and retention of men in the nursing profession and also explores their experiences in providing intimate care to patients of opposite gender. The study adopted a qualitative research methodology: 16 male and 11 female nursing students were purposively sampled and were interviewed using semi-structured questions. Themes of nursing seen as women's work; low status; stigma; caring and helping others were developed. Feelings of embarrassment and discomfort; fear and refusal of care were experienced when providing intimate care to patients of opposite gender; this has led male participants to develop strategies to protect themselves from sexual accusations. The Nursing Education Institutions (NEIs) have insufficient toilets for male nursing students; there is a lack of male role models and feminine pronouns are used when relating to professional nurses. Evidently socio-cultural perceptions of nursing enforce a negative image. The difficulties experienced by male and female nurses when providing intimate care and lack of male-friendliness in NEIs were discussed. These factors will lead to a further decline in the recruitment and retention of men in nursing; skilled and intelligent nurses are leaving the profession.
Health Studies
M.A. (Nursing Science)

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Van, der Merwe-Muller Lorna. "Combating gender stereotyping in the science and technology classrooms of a primary school." Diss., 2010. http://hdl.handle.net/10500/4244.

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Gender stereotyping is a phenomenon found in all spheres of life. School children often have to bear the brunt of these prescribed roles and stereotypes. This study includes a literature review of the characteristics of a professional educator as well as the theoretical background on gender issues. It employed Participatory Action Research as a strategy with the aim to empower teachers to improve their classroom practice, and ultimately, to improve the teaching-learning dynamics for learners in the science and technology classrooms. The participants, who are science and technology teachers, are vastly different people whose one common goal it was to empower themselves and to change their classroom practice on a continuous basis. The study looks at some of the beliefs these teachers now hold after the intervention for promoting gender equality in the classroom. Science and technology are the domains of historically male-dominated fields, and by means of this study I aim to equalise the learning opportunities for both boys and girls.
Comparative Education
M. Ed. (Comparative Education)

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Potter, Mary-Anne. "The worlds between, above and below : "growing up" and "falling down" in Alice in Wonderland and Stardust." Diss., 2012. http://hdl.handle.net/10500/11870.

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The purpose of my dissertation is to conduct an intertextual study of two fantasy texts — Alice in Wonderland by Victorian author Lewis Carroll, and Stardust by postmodern fantasy author Neil Gaiman — and their filmic re-visionings by Tim Burton and Matthew Vaughn respectively. In scrutinising these texts, drawing on insights from feminist, children’s literature and intertextual theorists, the actions of ‘growing up’ and ‘falling down’ are shown to be indicative of a paradoxical becoming of the text’s central female protagonists, Alice and Yvaine. The social mechanisms of the Victorian age that educate the girl-child into becoming accepting of their domestic roles ultimately alienate her from her true state of being. While she may garner some sense of importance within the imaginary realms of fantasy narratives, as these female protagonists demonstrate, she is reduced to the position of submissive in reality – in ‘growing up’, she must assume a ‘fallen down’ state in relation to the male.
English Studies
M.A. (English)

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Dissertations / Theses on the topic 'Stereotypes (Social psychology) Sex differences (Psychology) Social influence'

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