The effects of nongender-role stereotyped, same-sex role models in storybooks on the self-esteem of children in grade three

Sex Roles ◽  
1996 ◽  
Vol 35 (11-12) ◽  
pp. 711-735 ◽  
Author(s):  
Jan M. Ochman
Keyword(s):  
Role Models ◽  
Sex Role ◽  
Self Esteem ◽  
The Self ◽  
Same Sex

Sex Roles and Intimacy in Same Sex and Other Sex Relationships

1981 ◽  
Vol 5 (3) ◽  
pp. 444-455 ◽  
Author(s):  
Judith L. Fischer ◽  
Leonard R. Narus
Keyword(s):  
Close Relationships ◽  
Sex Roles ◽  
Negative Impact ◽  
Sex Role ◽  
Self Esteem ◽  
Same Sex ◽  
Female Relationships ◽  
Sex Role Stereotyping ◽  
Different Types

In a survey of sex roles and intimacy in ongoing, close relationships it was hypothesized that the androgynous would have higher intimacy scores. The androgynous and sex-typed persons did not differ from each other but both were higher on intimacy than the undifferentiated. The only sex role independently related to intimacy was femininity. Based on the patterns of intimacy scores found for different types of relationships, sex-role stereotyping was implicated in the intimacy levels of women and men. The significant role of men's self-esteem in male-female relationships requires further investigation as do the contextual manipulations through which intimates may reduce the negative impact of sex-role stereotyping.

Women’s Path to the Pulpit

2021 ◽  
pp. 43-70
Author(s):  
Katie Lauve-Moon
Keyword(s):  
Professional Development ◽  
Family Support ◽  
Role Models ◽  
Life Histories ◽  
Sex Role ◽  
Pastoral Ministry ◽  
Same Sex ◽  
Career Trajectory ◽  
Women Pastors ◽  
Women Ministers

Chapter 2 presents the life histories of women pastors and reveals the gendered barriers they face from childhood to becoming a pastor within the context of Baptist life. This chapter shows how women ministers face gendered barriers on their professional paths from childhood to adolescence to college to seminary to securing a pastoral position and after. These gendered hurdles include exclusionary theology reinforced by interactions with pastors, parents, and trusted peers, as well as a lack of opportunities for professional development, engaging same-sex role models, and family support. Women’s internalization of these barriers largely contributes to inner conflicts about pursuing the pastoral ministry and ultimately results in an indirect career trajectory.

The Relation Between Chosen Role Models and the Self-Esteem of Men and Women

Sex Roles ◽  
2004 ◽  
Vol 50 (7/8) ◽  
pp. 575-582 ◽  
Author(s):  
Kathryn E. Wohlford ◽  
John E. Lochman ◽  
Tammy D. Barry
Keyword(s):  
Role Models ◽  
Self Esteem ◽  
The Self ◽  
Men And Women

Role Models in Self-Esteem of College Women

2002 ◽  
Vol 90 (2) ◽  
pp. 659-664 ◽  
Author(s):  
Mick G. Mack ◽  
Allison M. Schultz ◽  
Kaori Araki
Keyword(s):  
College Women ◽  
Role Models ◽  
Role Model ◽  
Self Esteem ◽  
The Self ◽  
Female College Students ◽  
Test Results ◽  
Current Role ◽  
College Age ◽  
The Relationship

This study examined the relationship between self-esteem and the existence of role models among a sample of 36 female college students. Participants completed a questionnaire which included demographic questions, the Self-esteem Inventory, and questions concerning use of childhood and contemporary role models. Independent t-test results indicated that participants who reported having current role models had higher self-esteem scores than participants who did not, suggesting that role models may contribute to higher self-esteem in college-age women No significant differences in self-esteem were by sex of the role model.

scholarly journals JOURNAL WRITING: A TECHNIQUE TO ENHANCE SELF ESTEEM OF THE PROSPECTIVE TEACHERS

2021 ◽  
pp. 446-449
Author(s):  
Dr. Archana V Katgeri
Keyword(s):  
Prospective Teachers ◽  
Role Models ◽  
Direct Contact ◽  
Intervention Program ◽  
Journal Writing ◽  
Well Being ◽  
Self Esteem ◽  
The Self ◽  
Remarkable Change ◽  
The Right

Teachers are the pillars of education system. They are in direct contact with the young students on day-to-day basis who can be moulded and shaped in the right way at an impressionable age. Teachers have a phenomenal influence on the minds of the students. Teachers’ well-being has a great impact on students’ well-being. Thus, it is imperative for the teachers to hold high self-esteem as they are the role models for their students. Also, in turn they can successfully prepare the students in developing positive self-esteem. Hence training the prospective teachers in ways to build high self-esteem is the need of the hour. With this objective in mind an experimental study was conducted to enhance the self-esteem of the prospective teachers. An intervention program was put into effect which included the technique of journal writing to enhance the self-esteem. The major findings of the study showed that the intervention program has brought a remarkable change with respect to the self-esteem of the prospective teachers. The journal writing technique has helped the participants to critically reflect on their thoughts, views, beliefs, and actions. Thereby giving them an opportunity to bring a change and improvement in their future behaviour. KEY WORDS: - Journal writing, Self Esteem, Prospective Teachers.

Philosophy in Schools: Can Early Exposure Help Solve Philosophy's Gender Problem?

Hypatia ◽  
2016 ◽  
Vol 31 (2) ◽  
pp. 275-292 ◽  
Author(s):  
Gina Schouten
Keyword(s):  
Women Students ◽  
Stereotype Threat ◽  
Role Models ◽  
Sex Role ◽  
Gender Disparity ◽  
Early Exposure ◽  
Same Sex ◽  
Gender Balance ◽  
Underrepresentation Of Women

In this article, I explore a new reason in favor of precollegiate philosophy: It could help narrow the persistent gender disparity within the discipline. I catalog some of the most widely endorsed explanations for the underrepresentation of women in philosophy and argue that, on each hypothesized explanation, precollegiate philosophy instruction could help improve our discipline's gender balance. Explanations I consider include stereotype threat, gendered philosophical intuitions, inhospitable disciplinary environment, lack of same‐sex role models for women students in philosophy, and conflicting “schemas” for philosophy and femininity. I argue that, insofar as some combination of these hypothesized explanations accounts for some portion of the underrepresentation of women in philosophy, those of us concerned to make things better have reason to participate in and promote efforts to share philosophy with younger students.

Sex-Role Orientation: Effect on Self-Esteem, Need Achievement and Internality in College Females

1977 ◽  
Vol 45 (3) ◽  
pp. 712-714 ◽  
Author(s):  
Arthur G. Bedeian ◽  
Michael J. Zarra
Keyword(s):  
Statistical Difference ◽  
Sex Role ◽  
Self Esteem ◽  
The Self ◽  
Orientation Effect ◽  
Role Orientation ◽  
College Females ◽  
Sex Role Orientation ◽  
The Relationship

This study investigated the effect of sex-role orientation on self-esteem, n Achievement, and internality in 98 college females. Specifically it was predicted that (a) college females possessing a non-traditional sex-role orientation would score higher in n Achievement than those possessing a traditional sex-role orientation; (b) no statistical difference would exist in the self-esteem scores of the two groups; and (c) the strength of the relationship between self-esteem and internality would vary for “non-traditional” ( r = .41) and “traditional” females ( r = .11). All three hypotheses received support from data of 98 undergraduates.

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