scholarly journals COVID‐19 is Feminine: Grammatical Gender Influences Danger Perceptions and Precautionary Behavioral Intentions by Activating Gender Stereotypes

2021 ◽  
Author(s):  
Alican Mecit ◽  
L. J. Shrum ◽  
Tina M. Lowrey
Keyword(s):  
Gender Stereotypes ◽  
Behavioral Intentions ◽  
Grammatical Gender ◽  
Gender Influences

scholarly journals COVID-19 is Feminine: Grammatical Gender Influences Future Danger Perceptions and Precautionary Behavior

2020 ◽  
Author(s):  
Alican Mecit ◽  
L. J. Shrum ◽  
Tina M. Lowrey
Keyword(s):  
Gender Stereotypes ◽  
Secondary Data ◽  
Grammatical Gender ◽  
Spanish Speakers ◽  
Behavioral Measures ◽  
Gender Assignment ◽  
Precautionary Behavior ◽  
Series Of Experiments ◽  
Online Search Behavior ◽  
Gender Influences

Gendered languages assign masculine and feminine grammatical gender to all nouns, including nonhuman entities. In French, Italian, and Spanish, the name of the disease resulting from the virus (COVID-19) is grammatically feminine, whereas the virus that causes the disease (coronavirus) is masculine. In this research, we test whether the grammatical gender mark matters. In a series of experiments with French and Spanish speakers, we find that grammatical gender affects virus-related judgments consistent with gender stereotypes: feminine- (vs. masculine-) marked terms for the virus decrease perceptions of future danger of the virus and reduce intentions to take precautionary behavioral measures to mitigate contraction and spread of the virus (e.g., avoiding restaurants, movies, travel). Secondary data analyses of online search behavior for France, Spain, and Italy further demonstrate this negative relation between the anticipated threat (daily new cases and deaths, search for masks) and usage of the feminine- (vs. masculine-) marked terms for the coronavirus. These effects occur even though the grammatical gender assignment is semantically arbitrary.

Gender bias in morphological inferences

2021 ◽  
pp. 1-14
Author(s):  
Sara Finley ◽  
Saara Charania ◽  
Tiarra Lewis ◽  
Barbara Millward ◽  
Stella Wang
Keyword(s):  
Gender Bias ◽  
Language Learners ◽  
Gender Stereotypes ◽  
Grammatical Gender ◽  
Tennis Player ◽  
Choice Test ◽  
The Novel ◽  
Male And Female ◽  
English Speaking ◽  
Nonsense Form

Abstract The present study explores how language learners apply gender stereotypes in learning a novel language with grammatical gender. Adult, English-speaking participants were exposed to picture–sound pairs from a miniature language. Each picture was of a matched gendered professional (e.g., male tennis player, female tennis player) with a nonsense form [CVCV-go/gu]. Participants were exposed to 32 picture–sound pairs (16 male, and 16 female, all matched) five times in a randomized order. Following training, participants were given a two-alternative forced-choice test with novel picture–word pairs. Participants were presented with a novel picture paired with two words (e.g., [befegu vs. befebo]) and were asked to choose which word most likely portrayed the meaning conveyed by the picture. These novel items contained gender-matched professions (e.g., male and female chemist), neutral items (office supplies), stereotypically female items (makeup), and stereotypically male items (tools). Participants assigned the appropriate gender to the novel professions, and assigned gender in line with the stereotyped objects at a rate significantly greater than chance (but not for neutral items). These results support the hypothesis that learning a language with a binary grammatical gender might be influenced by gender stereotypes.

How Formal Versus Semantic Gender Influences the Interpretation of Person Denotations

2006 ◽  
Vol 65 (3) ◽  
pp. 157-165 ◽  
Author(s):  
Lisa Irmen ◽  
Nadja Roßberg
Keyword(s):  
Theoretical Framework ◽  
Grammatical Gender ◽  
Reference Resolution ◽  
Study Results ◽  
Gender Neutral ◽  
The Subject ◽  
Gender Influences ◽  
Masculine Gender ◽  
Content Reading

Two studies assessed how gender-marked person denotations in German are interpreted in contrast to their unmarked counterparts in English. Participants read sentences about national groups denoted by nouns of masculine gender in German (Experiment 1) and by gender-unmarked nouns in English (Experiment 2). These statements were followed by a sentence that contained a reference to the subject of the first sentence and expressed either stereotypically feminine, stereotypically masculine, or gender-neutral content. Reading times for the second sentences indicate the ease of reference resolution which depends on the fit between the first sentence’s subject and the gender relatedness of the second sentence. Results show that grammatical gender in German slowed down the reading of information that was mismatched as to gender. No effect occurred in the English study. Results are discussed in terms of the theoretical framework of scenario mapping and focus ( Sanford & Garrod, 1981 , 1998 ).

Quota Women Are Threatening to Men

2017 ◽  
Vol 76 (3) ◽  
pp. 107-116 ◽  
Author(s):  
Klea Faniko ◽  
Till Burckhardt ◽  
Oriane Sarrasin ◽  
Fabio Lorenzi-Cioldi ◽  
Siri Øyslebø Sørensen ◽  
...  
Keyword(s):  
Decision Making ◽  
Organizational Performance ◽  
Gender Stereotypes ◽  
Perceived Threat ◽  
Preferential Treatment ◽  
Public Sector Employees ◽  
Different Types ◽  
Low Levels ◽  
Women In Decision Making ◽  
The Impact

Abstract. Two studies carried out among Albanian public-sector employees examined the impact of different types of affirmative action policies (AAPs) on (counter)stereotypical perceptions of women in decision-making positions. Study 1 (N = 178) revealed that participants – especially women – perceived women in decision-making positions as more masculine (i.e., agentic) than feminine (i.e., communal). Study 2 (N = 239) showed that different types of AA had different effects on the attribution of gender stereotypes to AAP beneficiaries: Women benefiting from a quota policy were perceived as being more communal than agentic, while those benefiting from weak preferential treatment were perceived as being more agentic than communal. Furthermore, we examined how the belief that AAPs threaten men’s access to decision-making positions influenced the attribution of these traits to AAP beneficiaries. The results showed that men who reported high levels of perceived threat, as compared to men who reported low levels of perceived threat, attributed more communal than agentic traits to the beneficiaries of quotas. These findings suggest that AAPs may have created a backlash against its beneficiaries by emphasizing gender-stereotypical or counterstereotypical traits. Thus, the framing of AAPs, for instance, as a matter of enhancing organizational performance, in the process of policy making and implementation, may be a crucial tool to countering potential backlash.

Yes I Can!

2015 ◽  
Vol 46 (2) ◽  
pp. 76-92 ◽  
Author(s):  
Dries Vervecken ◽  
Bettina Hannover
Keyword(s):  
Middle Childhood ◽  
Gender Stereotypes ◽  
Self Efficacy ◽  
Vocational Interests ◽  
Primary School Students ◽  
School Students ◽  
Employment Goals ◽  
Linguistic Intervention ◽  
Male Occupations ◽  
Linguistic Backgrounds

Many countries face the problem of skill shortage in traditionally male occupations. Individuals’ development of vocational interests and employment goals starts as early as in middle childhood and is strongly influenced by perceptions of job accessibility (status and difficulty) and self-efficacy beliefs. In this study, we tested a linguistic intervention to strengthen children’s self-efficacy toward stereotypically male occupations. Two classroom experiments with 591 primary school students from two different linguistic backgrounds (Dutch or German) showed that the presentation of occupational titles in pair forms (e.g., Ingenieurinnen und Ingenieure, female and male engineers), rather than in generic masculine forms (Ingenieure, plural for engineers), boosted children’s self-efficacy with regard to traditionally male occupations, with the effect fully being mediated by perceptions that the jobs are not as difficult as gender stereotypes suggest. The discussion focuses on linguistic interventions as a means to increase children’s self-efficacy toward traditionally male occupations.

Macho Nachos

2015 ◽  
Vol 46 (4) ◽  
pp. 182-196 ◽  
Author(s):  
Luke (Lei) Zhu ◽  
Victoria L. Brescoll ◽  
George E. Newman ◽  
Eric Luis Uhlmann
Keyword(s):  
Gender Stereotypes ◽  
Food Packaging ◽  
Food Preferences ◽  
Healthy Food ◽  
Psychological Reactance ◽  
Unhealthy Food ◽  
Healthy Foods ◽  
Gender Schema ◽  
Male And Female ◽  
Schema Congruity

Abstract. The present studies examine how culturally held stereotypes about gender (that women eat more healthfully than men) implicitly influence food preferences. In Study 1, priming masculinity led both male and female participants to prefer unhealthy foods, while priming femininity led both male and female participants to prefer healthy foods. Study 2 extended these effects to gendered food packaging. When the packaging and healthiness of the food were gender schema congruent (i.e., feminine packaging for a healthy food, masculine packaging for an unhealthy food) both male and female participants rated the product as more attractive, said that they would be more likely to purchase it, and even rated it as tasting better compared to when the product was stereotype incongruent. In Study 3, packaging that explicitly appealed to gender stereotypes (“The muffin for real men”) reversed the schema congruity effect, but only among participants who scored high in psychological reactance.

On the Semantic Content of Grammatical Gender and Its Impact on the Representation of Human Referents

2010 ◽  
Vol 57 (5) ◽  
pp. 367-375 ◽  
Author(s):  
Lisa Irmen ◽  
Julia Kurovskaja
Keyword(s):  
Semantic Content ◽  
Grammatical Gender ◽  
Differential Effects ◽  
Gender Information ◽  
Masculine Role ◽  
Feminine Role ◽  
And Gender ◽  
Gender Categories ◽  
Open Question

Grammatical gender has been shown to provide natural gender information about human referents. However, due to formal and conceptual differences between masculine and feminine forms, it remains an open question whether these gender categories influence the processing of person information to the same degree. Experiment 1 compared the semantic content of masculine and feminine grammatical gender by combining masculine and feminine role names with either gender congruent or incongruent referents (e.g., Dieser Lehrer [masc.]/Diese Lehrerin [fem.] ist mein Mann/meine Frau; This teacher is my husband/my wife). Participants rated sentences in terms of correctness and customariness. In Experiment 2, in addition to ratings reading times were recorded to assess processing more directly. Both experiments were run in German. Sentences with grammatically feminine role names and gender incongruent referents were rated as less correct and less customary than those with masculine forms and incongruent referents. Combining a masculine role name with an incongruent referent slowed down reading to a greater extent than combining a feminine role name with an incongruent referent. Results thus specify the differential effects of masculine and feminine grammatical gender in denoting human referents.

What Can We Learn From Factorial Surveys About Human Behavior?

Methodology ◽  
2019 ◽  
Vol 15 (1) ◽  
pp. 19-30 ◽  
Author(s):  
Knut Petzold ◽  
Tobias Wolbring
Keyword(s):  
Social Sciences ◽  
Behavioral Intentions ◽  
Actual Behavior ◽  
Full Time ◽  
Factorial Survey ◽  
Survey Experiment ◽  
Intended Behavior ◽  
The Social ◽  
Survey Experiments ◽  
High Level

Abstract. Factorial survey experiments are increasingly used in the social sciences to investigate behavioral intentions. The measurement of self-reported behavioral intentions with factorial survey experiments frequently assumes that the determinants of intended behavior affect actual behavior in a similar way. We critically investigate this fundamental assumption using the misdirected email technique. Student participants of a survey were randomly assigned to a field experiment or a survey experiment. The email informs the recipient about the reception of a scholarship with varying stakes (full-time vs. book) and recipient’s names (German vs. Arabic). In the survey experiment, respondents saw an image of the same email. This validation design ensured a high level of correspondence between units, settings, and treatments across both studies. Results reveal that while the frequencies of self-reported intentions and actual behavior deviate, treatments show similar relative effects. Hence, although further research on this topic is needed, this study suggests that determinants of behavior might be inferred from behavioral intentions measured with survey experiments.

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