Dissertations / Theses: 'Subversion of gender stereotypes'

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Murati, Kurti Fjola. "“A feminist subversion of fairy tales” : Écriture féminine, gender stereotypes, and the rejection of patriarchy in Angela Carter’s The Bloody Chamber." Thesis, Södertörns högskola, Engelska, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-45935.

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Fairy tales are usually described as short narratives that end with happily-ever-afters, imposing patriarchal ideologies. The Grimm’s fairy tales serve as the foundation of many other stories which promote stereotypes like woman passiveness, submissive beauty, while men are put on a pedestal for being active and violent at the same time. Angela Carter’s collection The Bloody Chamber depicts patriarchal oppression in classic fairy tales by challenging what can be identified as patriarchal binary oppositions with a strategic subversion of gender roles. Through problematizing and critiquing the patriarchal fairy tales, Carter’s texts can be read through the lens of écriture féminine. Following Hélène Cixous’s notion of écriture féminine, outlined in “The Laugh of the Medusa”, this essay explores how Carter’s “The Lady of the House of Love'' can be read as a narrative that has strong echoes of the kind of female writing Cixous advocates. Moreover, this essay argues that “The Lady of the House of Love” contradicts the Western myth of femininity by resisting, exploring, even undermining the patriarchal representation of woman as “heroine”-the fairy tale princess who needs a man to save her -and “femme fatale.”

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Brill, Dunja. "Subversion or stereotype? : The Gothic subculture as a case study of gendered identities and representations /." Giessen Ulme-Mini-Verl, 2006. http://www.ulme-mini-verlag.de/clickbuy2.htm.

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Spowage, Neal. "Physical interaction with electronic instruments in devised performance." Thesis, De Montfort University, 2016. http://hdl.handle.net/2086/13237.

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This thesis describes how I took part in a series of collaborations with dancers Danai Pappa and Katie Hall, musician George Williams and video artist Julie Kuzminska. To realise our collaborations, I built electronic sculptural instruments from junk using bricolage, the act of subversion, skip diving and appropriation. From an auto-ethnographic viewpoint, I explored how collaborations began, how relationships developed and how various levels of expertise across different disciplines were negotiated. I examined how the documentation of the performances related to, and could be realised as, video art in their own right. I investigated the themes of work, labour and effort that are used in the process of producing and documenting these works in order to better understand how to ‘create’. I analysed the gender dynamics that existed between my collaborators and myself, which led to the exploration of issues around interaction and intimacy, democratic roles and live art. The resulting works challenged gender stereotypes, the notion of what a musical instrument can be and how sound is produced through action/interaction. I found that reflective time was imperative; serendipity, constant awareness of one’s environment, community and intimate relationships greatly enhanced the success of the collaborations. Instruments became conduits and instigators with shifting implied genders based on their context or creative use. As well as sound being a product of movement, effort and interaction, I realised it was also an artefact of the instruments.

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Wilkinson, Lisa. "Gender Stereotypes of Citizenship Performance." [Tampa, Fla. : s.n.], 2003. http://purl.fcla.edu/fcla/etd/SFE0000098.

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Brill, Dunja. "Between subversion and stereotype : the 'Goth' movement as a case study of gendered representations in subcultural media and style." Thesis, University of Sussex, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.419820.

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Mathews, Adrienne. "GENDER STEREOTYPES AND THE GOVERNOR'S MANSION." Master's thesis, University of Central Florida, 2006. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/3151.

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This study analyzes the effects of gender stereotypes on women gubernatorial candidates in the post "Year of the Woman" era to determine whether or not the electoral gains made by women running for legislative office in 1992 also extended to women contesting executive elections in subsequent years. This study proceeds in two parts. The first part of this study provides an empirical analysis of contextual and candidate specific factors thought to affect the way in which gender stereotypes surface during gubernatorial campaigns and how they affect women candidates accordingly. The contextual factors include state culture, party dominance, and tradition of electing women in each state. Candidate specific factors include prior campaign and or office holding experience. The second part of this study adopts a case study approach and focuses on two gubernatorial elections – New Jersey and Virginia – to provide a more detailed examination of how gender stereotypes emerge when women are candidates for governor. The findings from the empirical analysis show that women are more likely to contest gubernatorial elections that are Democratic in their partisanship and non-traditionalist in their political culture. However, these variables did not explain whether women were successful in winning gubernatorial elections. The second part of the analysis expanded on these findings by examining the dominant role gender stereotypes played in a traditionalistic state (Virginia) and the minimal role they played in a non-traditionalistic state (New Jersey). Generalizations were made based on the findings that indicate the importance of the campaign in light of contextual factors and how this affects women candidates in executive elections. Recommendations for a future research agenda regarding elections in which women are candidates for various levels of office are also discussed.
M.A.
Department of Political Science
Arts and Sciences
Political Science

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Harris, Colette. "Control and subversion gender, islam, and socialism in Tajikistan /." [S.l. : Amsterdam : s.n.] ; Universiteit van Amsterdam [Host], 2000. http://dare.uva.nl/document/81225.

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Kuchynka, Sophie Lois. "System Threats and Gender Differences in Sexism and Gender Stereotypes." Scholar Commons, 2015. http://scholarcommons.usf.edu/etd/5720.

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In the United States, women’s persistent gains in structural power may cause backlash among those motivated to preserve the status quo. The proposed study examines the conditions that prompt men and women to endorse sexism and promote gender stereotypes. System justification theory proposes that people are motivated to justify the socio-political system that governs them and threats to the stability of their system can increase individual’s motivated defenses. I expect men to show the strongest motivated defenses when the hierarchy is threatened or viewed as unstable, because to protect group-based interests men will reinforce the legitimacy of the system through stronger endorsement of system defenses. In contrast, women will show the strongest system defenses when the hierarchy is viewed as stable, to avoid feeling trapped in an unchanging system that oppresses them. To test these ideas, 430 men and women were exposed to a gender status hierarchy that was portrayed as stable or unstable and then they responded to several measures of sexism and gender stereotypes. Support for the hypothesis was only found on one measure of gender stereotypes. Men reported more system justifying stereotypes of traditional women in the unstable condition, while women showed the opposite pattern. Exploratory results demonstrate that men’s and women’s reports of agentic stereotypes for traditional and nontraditional women depended on whether they were exposed to a stable or unstable gender hierarchy. Future directions and limitations are discussed in consideration of these exploratory findings.

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Kuchynka, Sophie. "System Threats and Gender Differences in Sexism and Gender Stereotypes." Thesis, University of South Florida, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=1597535.

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In the United States, women’s persistent gains in structural power may cause backlash among those motivated to preserve the status quo. The proposed study examines the conditions that prompt men and women to endorse sexism and promote gender stereotypes. System justification theory proposes that people are motivated to justify the socio-political system that governs them and threats to the stability of their system can increase individual’s motivated defenses. I expect men to show the strongest motivated defenses when the hierarchy is threatened or viewed as unstable, because to protect group-based interests men will reinforce the legitimacy of the system through stronger endorsement of system defenses. In contrast, women will show the strongest system defenses when the hierarchy is viewed as stable, to avoid feeling trapped in an unchanging system that oppresses them. To test these ideas, 430 men and women were exposed to a gender status hierarchy that was portrayed as stable or unstable and then they responded to several measures of sexism and gender stereotypes. Support for the hypothesis was only found on one measure of gender stereotypes. Men reported more system justifying stereotypes of traditional women in the unstable condition, while women showed the opposite pattern. Exploratory results demonstrate that men’s and women’s reports of agentic stereotypes for traditional and nontraditional women depended on whether they were exposed to a stable or unstable gender hierarchy. Future directions and limitations are discussed in consideration of these exploratory findings.

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Smith, Sharon. "Implication of Gender Stereotypes for Public Policy." VCU Scholars Compass, 2010. http://scholarscompass.vcu.edu/etd/98.

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Stereotypes continue to be present and impact the assessment of women’s leadership effectiveness. Using a data set of senior executives in the public sector from The Leadership Circle multi-rater assessment tool, research supports the theory that gender influences how bosses rate their direct reports on leadership effectiveness. Survey data identifying leadership characteristics in the assessment as communal or agentic substantiate role congruence theory that women are still penalized for behaving contrary to the feminine stereotype. Role congruence theory seeks to explain the barriers that prevent women from rising into leadership positions. Representative bureaucracy explains the consequence in public policy when women are not in the senior executive positions of authority.

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Boyle, Suzanne. "Men's and Women's Meta-Stereotypes and Out-Group Stereotypes in Relation to Sexism." Thesis, Boston College, 2003. http://hdl.handle.net/2345/423.

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Thesis advisor: Timothy A. Duket
Abstract The primary goal of this research was to examine men's and women's meta-stereotypes, the stereotypes that group members expect out-group members to hold about their own group, and out-group stereotypes, the stereotypes that group members hold about the opposite gender. It was predicted that the magnitude of these stereotypes would be greater among individuals with higher sexism scores than among individuals with lower sexism scores. Results of this study indicate the existence of meta-stereotypes and out-group stereotypes held by men and women, along with specifying the adjectives that comprise these views. At the same time, only weak correlations were found between levels of sexism and magnitudes of meta-stereotypes and out-group stereotypes
Thesis (BA) — Boston College, 2003
Submitted to: Boston College. College of Arts and Sciences
Discipline: Psychology
Discipline: College Honors Program

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Hill, Sara Elizabeth. "Two-Year-Olds' Discrimination of Gender-Stereotyped Activities." Diss., CLICK HERE for online access, 2006. http://contentdm.lib.byu.edu/ETD/image/etd1226.pdf.

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Finnegan, Eimear. "Strategies for overcoming gender stereotypes in cognitive representations." Thesis, University of Sussex, 2014. http://sro.sussex.ac.uk/id/eprint/48914/.

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Gender stereotypes are activated spontaneously and unintentionally when certain role nouns are read. For example, people expect a builder to be male and a beautician to be female. Such gender inferences lead to processing difficulties when violations of stereotypical gender occur. The aim of this thesis was to devise strategies aimed at overcoming the activation of gender stereotype biases in English. Across nine studies, a variety of stereotype reduction strategies were investigated in conjunction with a judgement task, devised by Oakhill, Garnham and Reynolds (2005). This judgement task asked participants to decide, without deliberation, whether two terms presented onscreen could refer to one person. In the absence of a stereotype-reduction training, participants consistently showed evidence of succumbing to stereotype biases on stereotype incongruent pairings (e.g. Builder/ Mother) compared to stereotype congruent pairings (e.g. Builder/ Father). However, accuracy and response time performance to these incongruent pairings were found to significantly improve from pre-training levels to post-training levels through the use of stereotype reduction strategies such as providing participants with performance-related feedback (Experiment 1, Experiment 3), social consensus feedback (Experiment 4), combined social and accuracy feedback (Experiment 6) and counter-stereotype pictures (Experiment 8). A number of individual difference measures were also administered with the behavioural tasks. These explored whether individual differences in levels of ambivalent sexism, attitudes towards sexist language, sex role perception, and, among others, sexist pronoun use could moderate performance on the judgement task. The results from these additional tasks are described in Chapter 5. This thesis provides further evidence for the malleability of stereotype biases and delineates specific strategies through which stereotype biases can be overcome, to ultimately result in lower levels of stereotype endorsement.

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Craig, Ashley B. "Gender Stereotypes about Emotion Portrayed in Children's Picture Books." NCSU, 2008. http://www.lib.ncsu.edu/theses/available/etd-05022008-085227/.

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The purpose of the present study was to investigate the emotional messages in childrenâs picture books and how they differ by both gender and age. Specifically, I hypothesized that female characters would be illustrated and described in the text as more emotional than males especially with regards to love, sadness, and fear whereas male characters were hypothesized to be illustrated and described more often as angry than females. These differences were also considered by age of the character, especially for sadness and anger whereby adult males were hypothesized to be portrayed showing the least sadness and adults were hypothesized to be portrayed expressing more anger than children. Lastly, the present study was intended to examine the gender-emotion stereotypes in childrenâs picture books over time, and so a sample of current best-selling books published between 1950 and present were selected. Results revealed that gender-emotion stereotypes were less prevalent than expected, but that in fact females were portrayed expressing more love than males and males more anger than females. Further, adults were portrayed expressing more love and anger than children. Limitations and implications for future research are discussed.

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Précenth, Rasmus. "Word Embeddings and Gender Stereotypes in Swedish and English." Thesis, Uppsala universitet, Tillämpad matematik och statistik, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-382835.

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Wood, Gary W. "Intolerance of ambiguity, gender stereotypes, and attitudes to sexuality." Thesis, Aston University, 2000. http://publications.aston.ac.uk/12251/.

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The premise of this thesis is that Western thought is characterised by the need to enforce binary classification in order to structure the world. Classifications of sexuality and gender both embody this tendency, which has been largely influenced by Judeo-Christian tradition. Thus, it is argued that attitudes to sexuality, particularly homosexuality are, in part, a function of the way in which we seek to impose structure on the world. From this view, it is (partly) the ambiguity, inherent in gender and sexual variation, which evokes negative responses. The thesis presents a series of inter-linked studies examining attitudes to various aspects of human sexuality, including the human body, non-procreative sex acts (anal an oral sex) and patterns of sexuality that depart from the hetero-homo dichotomy. The findings support the view that attitudes to sexuality are significantly informed by gender-role stereotypes, with negative attitudes linked to intolerance of ambiguity. Male participants show large differences in their evaluations of male and female bodies, and of male and female sexual actors, than do female participants. Male participants also show a greater negativity to gay male sexual activity than do female participants, but males perceive lesbian sexuality similarly to heterosexuality. Male bodies are rated as being less 'permeable' than female bodies and male actors are more frequently identified as being the instigators of sexual acts. Crucial to the concept of heterosexism is the assumption that 'femininity' is considered inherently inferior to 'masculinity'. Hence, the findings provide an empirical basis for making connections between heterosexism and sexism, and therefore between the psychology of women, and gay and lesbian psychology.

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Lindburg, Emily R. "Feminist Stereotypes: Communal vs. Agentic." Scholarship @ Claremont, 2014. http://scholarship.claremont.edu/scripps_theses/398.

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This study examined relationships between facial appearance, gender-linked traits, and feminist stereotypes. Naïve college students rated traits based on facial appearance of female CEO's whose companies appeared in the Forbes 1000 list. The photos of each female CEO (n=35) were randomly combined with two descriptive identifiers; an occupation (n=9) and an interest area (n=9), including 'feminist'. Participants then rated the head shots of the CEO's on a 7 point Likert scale of communal (expected feminine) traits like attractiveness, warmth, compassion and cooperativeness, and on agentic (expected masculine) traits like ambition, leadership ability and intelligence. If college students hold negative stereotypes of feminists, feminist identified women are expected to be rated lower on levels of attractiveness, warmth, compassion and cooperativeness, but higher in leadership ability, ambition, and intelligence. Results demonstrated that participants did not hold negative stereotypes of feminists as they rated them similarly to environmentalists, progressives, and liberals. Results demonstrated that participants held negative stereotypes about conservatives and republicans.

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Cady, Elizabeth Tait. "The effects of gender stereotypes and language in sports reporting /." Search for this dissertation online, 2006. http://wwwlib.umi.com/cr/ksu/main.

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Farrar, Brandy Deneen. "Race, Gender, and Bullying Behavior: The role of perceived stereotypes." NCSU, 2006. http://www.lib.ncsu.edu/theses/available/etd-08082006-143628/.

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In recent years, bullying among middle-school youth and adolescents has become a serious problem in American schools (Nansel et al. 2001). Researchers from a variety of different disciplines attempt to identify factors associated with bullying in order to develop effective intervention programs. However, many findings in relation to race, gender, and bullying are largely inconclusive. The present study employs a social constructionist framework to understand race and gender differences in adolescent bullying. Specifically, I explore how the meanings associated with race and gender in the form of popular stereotypes influence bullying behavior. The findings reported here are from the Gender and Middle School study conducted among 535 adolescents attending middle school in the southeast. The results of the analyses show significant relationships between race, gender, and bullying. Black students (compared to white and other minority) and male students (compared to female) reported higher frequencies of bullying. Further, perceiving that others stereotype you increases the frequency of participating in bullying behavior and explains the relationship between race and bullying. Lastly, the stereotype influence is greater for black males in the study than the effect for white males. These findings have implications for education officials as well as theory on the influence of stereotypes on adolescent behavior.

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Ongna, Alison M. "Occupational gender role stereotypes and career choice of young children." Menomonie, WI : University of Wisconsin--Stout, 2007. http://www.uwstout.edu/lib/thesis/2007/2007ongnaa.pdf.

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Hill, Miriam Elizabeth. "Gender occupatioaln stereotypes and achievement attributions : a response time methodology /." Title page, contents and abstract only, 1992. http://web4.library.adelaide.edu.au/theses/09AR.PS/09ar.psh647.pdf.

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Tam, Wai-fong, and 談慧芳. "Probation officers' gender-role stereotypes and their pre-sentence recommendations." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1999. http://hub.hku.hk/bib/B31978873.

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Tam, Wai-fong. "Probation officers' gender-role stereotypes and their pre-sentence recommendations." Hong Kong : University of Hong Kong, 1999. http://sunzi.lib.hku.hk/hkuto/record.jsp?B2233130X.

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Copping, Kristine E. Cox Martha J. "Sex and race differences in the development of gender stereotypes." Chapel Hill, N.C. : University of North Carolina at Chapel Hill, 2008. http://dc.lib.unc.edu/u?/etd,2065.

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Thesis (M.A.)--University of North Carolina at Chapel Hill, 2008.
Title from electronic title page (viewed Feb. 17, 2009). "... in partial fulfillment of the requirements for the degree of Master of Arts in the Department of Psychology Developmental." Discipline: Psychology; Department/School: Psychology.

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French, Rebecca E. "Interactive Influences of Narcissism and Gender Stereotypes on Insecure Attachment." Thesis, Alliant International University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10813990.

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Narcissism is a well-known psychological construct that bears implications for personality, development, adjustment, and relationships. Insecure attachment is also a part of well-developed psychoanalytic theory in psychology. Much research has been conducted on the two constructs, but little has been empirically discovered about how the two relate to each other, particularly for the developing age group of early adolescence. Morf and Rhodewalt [Psychological Inquiry, 12, 4, (2001)] propose that narcissism and insecure attachment are associated, and that whereas narcissistic boys are more likely to report an avoidant attachment, narcissistic girls are more likely to report an anxious attachment. Further, the associations between narcissism and insecure attachment may hinge on the degree to which individuals have internalized prevailing gender stereotypes regarding attachment styles (i.e., that an avoidant style is normative for boys and that an anxious style is normative for girls). A sample of early adolescents (N = 159, 77 boys, 82 girls, Mean age = 12.05 years) responded to measures of narcissism, own-gender stereotypes in attachment styles, and insecure relationship styles to a close friend. Results from hierarchical regression analyses countered what was hypothesized, finding that narcissism negatively predicated the avoidant style, and that gender did not moderate this relationship. Further, results indicated that for the anxious style, narcissistic children who endorsed having an own-gender stereotype of the anxious style were less likely to endorse having an anxious style. Results suggest that there may be something unique about attachment to a close friend and narcissism in early adolescence that warrants further investigation.

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Luff, Tracy L. "Gender stereotypes in elementary reading textbooks: Dick and Jane revisited." Thesis, Virginia Tech, 1989. http://hdl.handle.net/10919/43097.

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The objective of this study was to determine whether gender stereotypes are present in elementary reading, textbooks published during the 1980s, and how the extent of stereotyping compares with textbooks published during the last two decades. Both manifest and latent content analyses were performed on a random sample of stories drawn from 4th and 5th grade reading textbooks. Chi-square analyses were performed to determine whether significant changes have occurred with regard to gender stereotypes over the last three decades, controlling for publishing company and sex of author. Five different publishing companies, randomly selected from a list of thirteen publishers approved for use by the Virginia Board of Education in 1988, were represented in the sample. The manifest content, was analyzed by comparing the number of male and female characters, number of female and male main characters, types of occupations held by male and female characters, number of females and males in illustrations, and the race of characters. The latent content was analyzed by comparing the sex of characters most likely to exhibit each of seven different gender,stereotyped traits.. The latent content was further analyzed by looking for gender stereotyped themes and quotes, and non-traditional themes and quotes in stories.

Master of Science

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Berry, Sally Marie. "Gender Stereotypes and Emotions: Are Sad Dads Perceived as Less Competent?" Marietta College / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=marietta1243606611.

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Channon, Alex. "Way of the discourse : mixed-sex martial arts and the subversion of gender." Thesis, Loughborough University, 2012. https://dspace.lboro.ac.uk/2134/9756.

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This thesis examines the gender-subversive potential of mixed-sex martial arts. The research problem takes its significance from the well-documented linkages drawn within feminist research between combat sports and hierarchal gender differentiation. It is posited that from a feminist perspective, gender-subversive physical practices are desirable because they instigate a shift towards fairer and freer bodily discourse, and as such they are deserving of critical academic attention. Furthermore, sex-integrated sports have the potential to lead participants towards embodying and propagating such subversive gender discourses, and when these changes take place within highly masculinised activities such as combat sports, the significance of this subversion is amplified. While existing literature has addressed these themes with reference to women s participation in these kinds of activities, there is a relative paucity of sociological work explicitly examining mixed-sex participation, which this thesis is intended to redress. Using semi-structured interviewing, qualitative data were gathered from a group of male and female martial artists across the English East Midlands. The interviews were transcribed and then subjected to discourse analysis. Findings suggested that mixed-sex martial arts does involve gender subversion but that the practice also remains structured by dominant, hierarchal gender discourse in several significant ways. It is therefore suggested that mixed-sex training can present the possibility of gender subversion under particular conditions, such as: martial arts being accessible to both men and women at multiple levels of participation; a normalised presence of women, particularly at higher levels such as being coaches and competitors; participants coming to share an identity as martial artists which is irrespective of sexual difference; and ultimately training being integrated as much as possible, particularly with regard to the more intensely physical, combative aspects, such as sparring. The participants indicated that under these conditions they were able to conceive of and practice their gender differently, in ways which portrayed little or no hierarchal distinction between the sexes, and as such is considered subversive . Following these findings, the thesis ultimately concludes with a brief outline of some recommendations for good practice in martial arts clubs. In this way, the thesis contributes towards feminist understandings of the body and of physical culture, by highlighting one possible way in which to conceive of the sexed body differently from the prevailing norms of hierarchal sexual differentiation.

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Adams, Elizabeth E. "Effects of communication apprehension, biological gender, and gender stereotypes on non-occasion greeting card sending /." View online, 1991. http://repository.eiu.edu/theses/docs/32211998878740.pdf.

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Girvan, Pilar. "Clearing up the bullshit : Deconstructing 'feminisation', gender stereotypes and gender biases within UK veterinary surgery." Thesis, Linköpings universitet, Tema Genus, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-154869.

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This thesis explores ‘feminisation’ discourse(s) within the UK veterinary profession, including the ways in which gender stereotypes and biases also influence such discourses and experiences of working within the field. Drawing upon and combining a range of sociological, organisational and feminist theories such as Witz’s (1992) theory of gendered professional projects and Butler’s (1990) highly influential notion of performativity, I am able to contextualise and expand upon the ‘doing’ of the veterinary profession as well as being able to frame ‘feminisation’ discourses as paradoxes, potentially producing the effects they articulate. My analysis is divided into two parts; the first deals with results of a 463 participant survey of veterinary workers regarding definitions, perceptions and observations of ‘feminisation’ and gender difference, highlighting the significance of this subject matter within their professional lives. The second part incorporates a deeper thematic analysis of particular everyday realities, emerging from four semi-structured interviews which also aimed to explore in greater detail individual perceptions and observations regarding ‘feminisation’ and gender biases and stereotypes, encouraging participants themselves to reflect upon their experiences. A number of conclusions emerged during the analysis, including an intriguing insight that those who tended to draw most strongly on gender stereotypes and biases to outline their perceptions and observations were paradoxically those who most vehemently believed gender was irrelevant. Fundamentally however this study concludes that the concept of ‘feminisation’ is a fluid conceptualisation, a cultural process and not just empirical category of ‘empty rhetoric’ as commonly utilised and applied to the veterinary profession; as such it has the potential to be utilised extensively to progress the profession in terms of wider inclusiveness, equality, transformation, in offering reconceptualised ways of considering what it means to be part of a ‘profession’ not predicated on patriarchal structures, and to ultimately reperceive how gender can be (re/un)enacted in transformative ways alongside progressively rearticulated ‘feminisation’ discourses.

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Schulhoff, Anastacia M. "More Than Bows and Arrows: Subversion and Double-Consciousness in Native American Storytelling." Scholar Commons, 2010. http://scholarcommons.usf.edu/etd/3545.

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W. E. B. Du Bois‘ legendary reflections on the ―peculiar sensation, this double-consciousness, this sense of always looking at one‘s self through the eyes of others‖ has been applied almost exclusively to the souls of African American people (Du Bois 1903). This thesis shows how the concept of double-consciousness is alive in the stories told by Native Americans. I draw upon data from two websites that have recorded the stories told by ―exemplary indigenous elders, historians, storytellers and song carriers‖ and their oral traditions that serve the ―purpose of cultural preservation, education, and race reconciliation‖ (Wisdom of the Elders, 2009). From that population, I chose one hundred and three stories for my sample in this study. Employing qualitative methodology – thematic analysis, grounded theory, and narrative analysis - I examine these stories for the ways in which they claim to present a more satisfying identity for Native people than the myths, formula stories, and stereotypes of Native Americans that circulate through the dominant culture. They construct subversive stories that arise from their double-consciousness and challenge hegemonic concepts of Native identity, nature, and knowledge. This research will begin to fill the large gap in sociological literature on Native Americans in general and Native Americans in particular, while offering a novel application of ―double-consciousness,‖ a foundational concept in critical race theory.

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Kusterer, Hanna Li. "Women and men in management : Stereotypes, evaluation and discourse." Doctoral thesis, Stockholms universitet, Psykologiska institutionen, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-108461.

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Very few women hold top corporate positions in Sweden, and women are underrepresented as managers in all work sectors. The present thesis examined stereotypes, perceptions and presuppositions about women, men and management with a combination of perspectives from social and organizational psychology, discourse analysis and gender in organization research. Study 1 of Paper I was a content analysis of management attributes and cultural stereotypes of female and male managers. In Study 2, an inventory of these attributes was formed, and participants’ stereotype endorsements tested. Stereotypes of female managers resembled good management more than male managers, and they were rated more positively, but a masculine norm was implied. Paper II aimed to study and compare gender-related management stereotypes and evaluations of actual managers, and examine perceived gender bias. Men evaluated the female manager stereotype more positively on communal attributes, and, contrary to women, judged the male manager stereotype more positively on agentic attributes. This may help explain the scarcity of women in top management. Women perceived more gender bias favoring male managers than men. Actual male and female managers were rated similarly. Still, the Euclidian distances showed that ratings of actual managers and stereotypes were linked. Paper III examined the discourse on the lack of women in top corporate positions, explanations and links to proposed measures in a project to counter the gender imbalance. A liberal discourse with contradictions and textual silences was exposed. Gender had to be construed in line with traditional gender norms and division of labor to make sense of the proposed explanations. To conclude, one can be reassured by the largely communal portrayal of good management and positive evaluations of female managers, but also apprehensive about the masculine norm of management, perceived gender bias in favor of men, and traditional gender constructions.

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Watson, John. "Science and arts subject choice : a study of the factors influencing sixth form pupils' options in Northern Ireland grammar schools." Thesis, Queen's University Belfast, 1989. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.336012.

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Woodward, David. "Children's perceptions of gender : an action research study with year three primary school children." Thesis, University of Sussex, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.360595.

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Warren, Diane. "Technologies of fragmentation : subjectivity and subversion in the major works of Djuna Barnes." Thesis, University of Nottingham, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.391411.

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Weatherall, Ann. "Dis-covering gender differentiation and discrimination in the English language." Thesis, Lancaster University, 1994. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.320205.

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Wilkinson, Lisa. "Gender stereotypes of citizenship performance and their influence on organizational rewards." [Tampa, Fla.] : University of South Florida, 2005. http://purl.fcla.edu/fcla/etd/SFE0001382.

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Kim, Kwangok. "Developing a stereotype index of gender role stereotypes in television advertising /." Available to subscribers only, 2005. http://proquest.umi.com/pqdweb?did=1068248591&sid=25&Fmt=2&clientId=1509&RQT=309&VName=PQD.

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Biondi, Olivia. "Gender stereotypes in reality TV : an investigation of the Real world /." abstract and full text PDF (free order & download UNR users only), 2007. http://0-gateway.proquest.com.innopac.library.unr.edu/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:1447814.

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Thesis (M.A.)--University of Nevada, Reno, 2007.
"May, 2007." Includes bibliographical references (leaves 36-40). Online version available on the World Wide Web. Library also has microfilm. Ann Arbor, Mich. : ProQuest Information and Learning Company, [2007]. 1 microfilm reel ; 35 mm.

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Zawisza, Magdalena Jolanta. "The effectiveness of advertisements that follow or break traditional gender stereotypes." Thesis, Royal Holloway, University of London, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.432019.

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Howat, Douglas James. "Gender stereotypes and children's attitudes towards males and females in sport." Thesis, Northumbria University, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.263852.

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Lido, Catherine M. "The cognitive and behavioural effects of facilitating and inhibiting gender stereotypes." Thesis, University of Sussex, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.398360.

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Vu, Phuong Anh. "Gender stereotypes in story textbooks for primary school students in Vietnam /." Oslo : Institute for Educational Research, Universitetet i Oslo, 2008. http://www.duo.uio.no/publ/pfi/2008/77612/vu_thesis.pdf.

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Brands, Raina Annelise. "Secret women's business : gender stereotypes bias the perception of social networks." Thesis, University of Cambridge, 2011. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.609422.

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Davidson, Rachael. "Traditional and Non-traditional Gender Role Stereotypes in Children’s Animated Films." Digital Commons @ East Tennessee State University, 2021. https://dc.etsu.edu/etd/3977.

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As gender stereotypes could lead to adherence to rape myths later in life, it is important to study the potential development of gender role stereotypes. Based on the theoretical approach of Bandura’s social learning, this mixed methods study sought to expand the literature on children observing gender stereotypes through film viewing. A content analysis of verbal and body language of the highest grossing animated films between 2017-2019 was conducted. The results indicated that most main characters displayed both traditional and non-traditional gender role stereotypes, which is indicative of gender role flexibility. This shows promise that there could be a moderating affect with gender role flexibility, but further research is needed. However, the results found that there was no significant difference between the amount of gender role stereotypes across all the films. It was concluded that there is still a concern for children to be indoctrinated with traditional gender role stereotypes.

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Leonardi, Barbara. "An exploration of gender stereotypes in the work of James Hogg." Thesis, University of Stirling, 2013. http://hdl.handle.net/1893/20351.

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A self-educated shepherd, Scottish writer James Hogg (1770-1835) spoke from a position outside the dominant discourse, depicting issues of his age related to gender, class, and ethnicity by giving voice to people from the margins and, thus (either consciously or unconsciously), revealing gender politics and Britain's imperial aims. Hogg’s contemporary critics received his work rather negatively, viewing his subjects such as prostitution, out-of-wedlock-pregnancy, infanticide, and the violence of war as violating the principles of literary politeness. Hogg’s obstinacy in addressing these issues, however, supports the thesis that his aim was far more significant than challenging the expectations of his contemporary readers. This project shows that pragmatics can be applied productively to literature because its eclecticism offers the possibility of developing a detailed discussion about three aspects of literary communication—the author, the reader and the text—without prioritising any of them. Literature is an instance of language in use (the field of pragmatics) where an author creates the texts and a reader recreates the author’s message through the text. Analysis of Hogg’s flouting of Grice’s maxims for communication strategies and of his defying the principles of politeness enables a theoretically supported discussion about Hogg’s possible intentions, as well as about how his intentions were perceived by the literary establishment of his time; while both relevance theory and Bakhtin’s socio-linguistics enriched by a historically contextualised politeness shed new light on the negative reception of Hogg’s texts.

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Fleitz, Elizabeth J. "Troubling gender : bodies, subversion, and the mediation of discourse in Atwood's The edible woman." Connect to this title online, 2005. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=bgsu1112551802.

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Arán, Paula Daniella. "Overcoming Gender Stereotypes: A Depiction of Six Swedish Students in Non-Traditional Fields." Thesis, Malmö universitet, Fakulteten för lärande och samhälle (LS), 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-33422.

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The study investigates the factors that encouraged six Swedish students to choose a femaleor male-dominated field of study in higher education. This is of interest as gender normsand stereotypes may inflict and limit students' educational choices. The purpose is likewiseto elucidate the educational choices from a gender perspective. The study explores twoquestions: “Which factors may have encouraged the students to opt for a non-traditionalcareer?” “How can the students’ educational choices be understood from a genderperspective?”. To fulfil the purpose and question of issue a qualitative method was used,including female and male students aged 22–36. For the analyse of the interviews, the studyrelies on the theoretical framework of Linda Gottfredson – The Theory of Circumscription,Compromise and Self-Creation, Social Cognitive Career Theory (SCCT) by Lent, Brown &Hackett and The Stereotypical Gender Contract by Hirdman. The results indicate thatstudents' non-traditional educational choices consist of both internal and external factors.On the one hand, it is possible to find explanations in upbringings that have been moretolerant regarding gender roles. It has also been shown that several of the students invarious ways have been exposed to the profession through past experiences. Nevertheless,there are also personal motives that led to the choice of education as well as a supportivenetwork in form of family members and significant persons in the environment. From agender perspective, this means that the students, through their upbringing, where it appearsto have been less strict attitudes concerning gender roles, also contributed to lessrestrictions on their educational choice. On the other hand, the results imply that harmfulgender norms and stereotypes still affect students’ choice of occupation why more work isneeded in order to stop these negative patterns.

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Ramirez, Manuel Andres. "From the Panels to the Margins: Identity, Marginalization, and Subversion in Cosplay." Scholar Commons, 2017. http://scholarcommons.usf.edu/etd/6749.

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In investigating the ways social actors experience and interact with mass media texts, I examine how cosplay, as a performative practice of identity in relation to popular culture, enables social actors to subvert and reproduce marginalization towards minority status groups. Theoretical arguments apply a constructionist framework in order to examine the participants’ meaning making processes. The study addresses the following research questions: (1) what social function does cosplay serve for participants; (2) how do cosplayers perform race and gender; (3) how do cosplayers resist, negotiate, or reinforce race and gender-based marginalization? Drawing upon qualitative data gathered from observing two large metropolitan comic book conventions and from conducting nine in-depth interviews, the author forms two arguments. First, cosplayers are capable of both subverting and reinforcing marginalization. Second, the processes of identity-making, social capital, and social cohesion that promote cultural capital in cosplay are stratified along race and gender.

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Spinner, Lauren. "Socialising gender : the role of parents, peers, and the media in children's gender-typed preferences and stereotypes." Thesis, University of Kent, 2017. https://kar.kent.ac.uk/66678/.

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Within this thesis the environmental factors influencing children's gender-related cognitions are examined. Using multiple methods, the roles of parents, peers, and the media were investigated in relation to children's gender related attitudes and behaviour. The research draws on social learning theory (SLT: Bandura, 1986; Bandura, Ross, & Ross, 1961; Mischel 1966), social cognitive theory (SCT: Bussey & Bandura, 1999), social role theory (Eagly, 1987) and cognitive developmental theories of gender development (CDT: Bem, 1981, 1983; Kohlberg, 1966; Martin & Halverson, 1981) to explore how socialising agents in the environment, including children's cognitive selves, contribute to the development of gender-related knowledge and stereotypes. As social cognitive and cognitive developmental theories of gender have evolved they have become more integrative, acknowledging that both cognitive and environmental (as well as biological) factors are important in gender development (Martin, Halverson, & Szkrybalo, 2002). This thesis therefore draws on both approaches to comprehensively examine the role of socialising agents and cognitive processes on children's gender-related cognitions. Five studies were conducted using varied designs. Studies 1 (Chapter 6) and 2 (Chapter 7) focused on the role of parents in the socialisation of children's gender-related beliefs. Study 1 examined children's and parents' toy preferences and gender stereotypes in relation to toy colour and toy function. Results revealed that both girls and boys preferred toys stereotypic for their own gender in terms of both function and colour, to toys stereotypically associated with the other gender. Parents did not prefer one type of toy over another, but children predicted that their parents would possess the same toy preferences as themselves. Additionally, parents possessed more flexible gender stereotypes than children, and children's gender flexibility scores were negatively related to their gender constancy scores. Parents' reports of children's everyday play on the pre-school activities inventory (PSAI) revealed that boys engage in more masculine-typed play than girls, and boys' PSAI scores were negatively related to preference for feminine-function toys included as stimuli. Study 2 extended Study 1 by examining parents' and children's explicit and implicit gender stereotypes. As self-report questionnaires can be affected by social desirability, Study 2 employed eye-tracking techniques to examine whether parents and children displayed looking preferences towards masculine- and feminine-typed objects stereotypically associated with the gender of the character in an audio sentence. Findings supported predictions that parents and children would display similar implicit gender biases, but different explicit gender biases. Specifically, both parents and children displayed looking preferences towards the masculine-typed object when the character in the scene was a boy, and preferences toward the feminine-typed object when the character was a girl. This effect was stronger and more sustained in parents than children. However, in response to explicit measures, parents appeared not to endorse the gender stereotypes related to toys, instead appearing egalitarian as they did in Study 1, whilst children's responses were gender-stereotypic. Studies 3, 4, and 5, focused on the role of peers and the media in gender socialisation. Studies 3 (Chapter 8) and 4 (Chapter 9) examined the prevalence of gender stereotypic information in young children's magazines; a popular media format which has received little research attention. In Study 3, the front covers of children's magazines were analysed to examine the prevalence of gender stereotypic messages. A content analysis was performed on 106 magazine front covers across nine different magazines. Gender stereotypic information was coded in relation to colour schemes, number of male and female characters and character behaviour, and themes advertised. Results revealed that magazines aimed solely at boys or girls were presented in gender-stereotypic colours, girls' magazines contained more female than male characters whilst boys' magazines contained more male than female characters, female characters were more likely to demonstrate passive than active behaviour, and girls' magazine front covers contained no speaking characters. Additionally, the theme of appearance was far more prevalent than the theme of risk on the front of girls' magazines. Study 4 extended Study 3 by analysing the prevalence of gender stereotypic messages throughout entire magazines issues. A content analysis was undertaken on 42 new issues of the same nine magazines previously examined. Within each magazine, the extensive coding framework analysed the colour scheme, the number of male and female characters, character behaviour, and themes. In addition, how often children were instructed to ask for an adult's help with an activity, and the number of activities identified as educational was coded to examine if this differed according target audience. Key findings were that male characters were more active than female characters, males were more aggressive than females, significantly more activities were explicitly identified as educational in the boys' and neutral magazines compared to the girls' magazines, and instructions to ask for an adult's help were present significantly more in the girls' magazines than in both the boys' and neutral magazines. The themes of fashion and home also appeared significantly more in the girls' than the boys' magazines. Therefore, supporting Study 3, young children's magazines are edited differently in terms of both their style and content depending on whether they are aimed at girls, boys, or both boys and girls, reinforcing gender stereotypes. Following findings from Studies 3 and 4 that young children's magazines readily depict gender stereotyped content; Study 5 (Chapter 10) aimed to examine the impact of such media on the endorsement of gender-typed attitudes and behaviours. Specifically, the effect of stereotypic and counterstereotypic peer models presented in children's magazines on children's gender flexibility was investigated. Children were exposed to either stereotypic or counterstereotypic models via reader's pages of children's magazines and completed a number of measures of gender flexibility. Results revealed significantly greater gender flexibility around toy play and playmate choice among children in the counterstereotypic condition compared to the stereotypic condition. However, there was no difference in children's own toy preferences between the stereotypic and counterstereotypic condition, with children preferring more gender-typed toys overall. Therefore, the (counter)stereotypic behaviour of peer models presented in children's magazines affects gender flexibility in some domains but not others. The studies presented within this thesis show strong support for the role that social factors play in children's gender development. Studies 1 and 2 revealed that despite parents' explicit egalitarian views of gender-typed play, children did not predict that their parents would endorse cross-gender-typed play and eye-tracking revealed that parents' implicit gender biases in relation to toys were in fact stronger than their children's. This suggests that parents may be socialising children's gender stereotypes via verbal and/or non-verbal behaviour stemming from their unconscious biases. Studies 1 and 2 also support cognitive developmental theories of gender development in relation to gender schemas (Bem, 1981, 1983) and children's gender-related knowledge (Kohlberg, 1966), and highlight the role of toy colour and function in reinforcing gender stereotypes. Studies 3 and 4 provide further evidence for the socialisation of children's gender stereotypes via the media. Young children's magazines were found to portray highly gender-typed messages via colour, character behaviour, and themes, which differed according to the target audience, suggesting that children's exposure to these magazines may contribute to the development of gender stereotypes. The findings from these studies support social cognitive theory and social role theory of gender development, and speak to media cultivation theory.
Study 5 uncovered how the behaviour of peer models in children's magazines can differentially affect children's gender flexibility in different domains, again speaking to socialisation theories of gender development, and the importance of exposure to counterstereotypic gender models in increasing gender flexible attitudes. The findings from Study 5 also indicate that children's magazines could be used as a successful basis for future intervention research. In conclusion, the studies in the present thesis provide strong support for the role of socialising agents in children's gender development. Toys, parents, peer models, and the media have all been shown to portray gender-typed information, and importantly, counterstereotypic models have been shown to encourage greater gender flexibility in children's attitudes. Applying an established eye-tracking paradigm to investigate children and parents' unconscious gender biases for the first time greatly contributes to the literature on implicit gender stereotypes, and the finding that educational activities are promoted significantly more in magazines aimed at boys than girls shows for the first time the impact that this media format may be having on children's aspirations and understanding of gender norms from such a young age. Further implications for theory, marketers, parents, educators, and future research are discussed in Chapter 11.

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Dissertations / Theses on the topic 'Subversion of gender stereotypes'

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