scholarly journals Voice Cues Influence Children’s Assessment of Adults’ Occupational Competence

2021 ◽  
Author(s):  
Valentina Cartei ◽  
Jane Oakhill ◽  
Alan Garnham ◽  
Robin Banerjee ◽  
David Reby
Keyword(s):  
Social Environment ◽  
Gender Stereotypes ◽  
Voice Pitch ◽  
Masculinity And Femininity ◽  
Gender Neutral ◽  
Male Occupations

AbstractThe adult voice is a strong bio-social marker for masculinity and femininity. In this study we investigated whether children make gender stereotypical judgments about adults’ occupational competence on the basis of their voice. Forty-eight 8- to 10- year olds were asked to rate the competence of adult voices that varied in vocal masculinity (by artificially manipulating voice pitch) and were randomly paired with 9 occupations (3 stereotypically male, 3 female, 3 gender-neutral). In line with gender stereotypes, children rated men as more competent for the male occupations and women as more competent for the female occupations. Moreover, children rated speakers of both sexes with feminine (high-pitched) voices as more competent for the female occupations. Finally, children rated men (but not women) with masculine (low-pitched) voices as more competent for stereotypically male occupations. Our results thus indicate that stereotypical voice-based judgments of occupational competence previously identified in adults are already present in children, and likely to affect how they consider adults and interact with them in their social environment.

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.

The Gender Mobility Paradox: Gender Segregation and Women’s Mobility Across Gender-Type Boundaries, 1970–2018

2021 ◽  
pp. 089124322110463
Author(s):  
Margarita Torre ◽  
Jerry A. Jacobs
Keyword(s):  
Labor Market ◽  
Female Gender ◽  
Gender Segregation ◽  
High Status ◽  
Gender Neutral ◽  
Distinct Dimension ◽  
Male Dominated ◽  
Male Occupations ◽  
Imperfect System ◽  
Gender Type

In this article, we examine trends in women’s mobility among male-dominated, gender-neutral, and female-dominated occupations. Earlier research, largely employing data from the 1970s and early 1980s, showed that along with significant net movement by women into male-dominated fields, there was also substantial attrition from male-dominated occupations. Here, we build on previous research by examining how “gender-type” mobility rates have changed in recent decades. The findings indicate that while still quite high, levels of women’s occupational mobility among female, gender-neutral, and male occupations have decreased considerably over time. We suggest that this is the result of increasing differentiation among women. In particular, many women, especially those in high-status occupations, plan to pursue employment in a male-dominated field, succeed in gaining entry, and tend to remain in these fields more often than their counterparts in previous decades. We interpret these findings as evidence that gender segregation is maintained by an enduring but imperfect system of social control that constrains women’s choices before, during, and after entry into the labor market. The evidence presented here underscores the importance of studying gender-type mobility as a distinct dimension of labor market inequality.

Why Trump and Clinton won and lost: the roles of hypermasculinity and androgyny

2018 ◽  
Vol 37 (1) ◽  
pp. 44-62 ◽  
Author(s):  
Gary N. Powell ◽  
D. Anthony Butterfield ◽  
Xueting Jiang
Keyword(s):  
Gender Stereotypes ◽  
Presidential Election ◽  
Business Students ◽  
Explanatory Power ◽  
General Assumption ◽  
Political Preference ◽  
Content Type ◽  
Presidential Candidates ◽  
Masculinity And Femininity ◽  
Us Presidential Election

Purpose The purpose of this paper is to examine perceptions of the “Ideal President” (IP) and presidential candidates in the 2016 US presidential election in relation to gender stereotypes and leader prototypes. Design/methodology/approach In all, 378 business students assessed perceptions of either the IP or a particular candidate on measures of masculinity and femininity. Androgyny (balance of masculinity and femininity) and hypermasculinity (extremely high masculinity) scores were calculated from these measures. Findings The IP was perceived as higher in masculinity than femininity, but less similar to the male (Donald Trump) than the female (Hillary Clinton) candidate. IP perceptions were more androgynous than in the 2008 US presidential election. Respondents’ political preferences were related to their IP perceptions on hypermasculinity, which in turn were consistent with perceptions of their preferred candidate. Social implications Trump’s high hypermasculinity scores may explain why he won the electoral college vote, whereas Clinton’s being perceived as more similar to the IP, and IP perceptions’ becoming more androgynous over time, may explain why she won the popular vote. Originality/value The study extends the literature on the linkages between gender stereotypes and leader prototypes in two respects. Contrary to the general assumption of a shared leader prototype, it demonstrates the existence of different leader prototypes according to political preference. The hypermasculinity construct, which was introduced to interpret leader prototypes in light of Trump’s candidacy and election, represents a valuable addition to the literature with potentially greater explanatory power than masculinity in some situations.

scholarly journals Balancing Gender and Power: How Disney’s Hercules Fails to Go the Distance

2018 ◽  
Vol 7 (11) ◽  
pp. 240 ◽  
Author(s):  
Cassandra Primo
Keyword(s):  
Gender Stereotypes ◽  
Male Identity ◽  
Male And Female ◽  
Feminine Trait ◽  
Masculinity And Femininity ◽  
Gender And Power ◽  
Mixed Messages ◽  
Gender Traits

Disney’s Hercules (1997) includes multiple examples of gender tropes throughout the film that provide a hodgepodge of portrayals of traditional conceptions of masculinity and femininity. Hercules’ phenomenal strength and idealized masculine body, coupled with his decision to relinquish power at the end of the film, may have resulted in a character lacking resonance because of a hybridization of stereotypically male and female traits. The film pivots from hypermasculinity to a noncohesive male identity that valorizes the traditionally-feminine trait of selflessness. This incongruous mixture of traits that comprise masculinity and femininity conflicts with stereotypical gender traits that characterize most Disney princes and princesses. As a result of the mixed messages pertaining to gender, Hercules does not appear to have spurred more progressive portrayals of masculinity in subsequent Disney movies, showing the complexity underlying gender stereotypes.

scholarly journals “This Is What a Mechanic Sounds Like”: Children’s Vocal Control Reveals Implicit Occupational Stereotypes

2020 ◽  
Vol 31 (8) ◽  
pp. 957-967
Author(s):  
Valentina Cartei ◽  
Jane Oakhill ◽  
Alan Garnham ◽  
Robin Banerjee ◽  
David Reby
Keyword(s):  
Gender Stereotyping ◽  
Voice Pitch ◽  
Occupational Stereotypes ◽  
Male And Female ◽  
Simple Tool ◽  
Occupational Stereotyping ◽  
Vocal Control ◽  
Gender Neutral ◽  
Occupational Gender ◽  
The Voice

In this study, we explored the use of variation in sex-related cues of the voice to investigate implicit occupational stereotyping in children. Eighty-two children between the ages of 5 and 10 years took part in an imitation task in which they were provided with descriptions of nine occupations (three traditionally male, three traditionally female, and three gender-neutral professions) and asked to give voices to them (e.g., “How would a mechanic say . . . ?”). Overall, children adapted their voices to conform to gender-stereotyped expectations by masculinizing (lowering voice pitch and resonance) and feminizing (raising voice pitch and resonance) their voices for the traditionally male and female occupations, respectively. The magnitude of these shifts increased with age, particularly in boys, and was not mediated by children’s explicit stereotyping of the same occupations. We conclude by proposing a simple tool based on voice pitch for assessing levels of implicit occupational-gender stereotyping in children.

scholarly journals The Impact of Gender-neutral Communication on Brand Equity: A Study on Children Apparel Industry

2021 ◽  
Vol 13 (1) ◽  
pp. 46-55
Author(s):  
Matteo Coggiola ◽  
Ivan Coste-Manière
Keyword(s):  
Brand Equity ◽  
Gender Stereotypes ◽  
Neutral Type ◽  
Data Gathering ◽  
Control Group ◽  
Control Group Design ◽  
Gender Neutral ◽  
Age Range ◽  
The Impact ◽  
Positive Effect

This work wants to analyze the impact of communication on Brand Equity, by comparing a gendered and an ungendered type of advertising relative to a brand of children apparel. The idea of this work comes from the acknowledgement that, to the current situation, there is little research on the pro/cons of the usage of a type of communication alternative to the traditional one and free of gender stereotypes, and on its objective consequences on brand dimensions. The study was conducted using a posttest-only control group design: participants were randomly assigned to two groups, control and intervention, and were presented with two different stimuli (a gendered and a gender-neutral one). Convenience sampling has been adopted for this research and an online close-ended response questionnaire was used for data gathering. A total of 152 responses were ultimately used in the study. The study challenges the argument that gender stereotypes are efficient tools to be used in communication to elicit a positive response and generate clearer brand associations in the viewer. The results showed how a gender-neutral type of communication has an overall positive effect on Brand Equity dimension, and how this result varies according to the age range of respondents, showing a substantial gap between Gen Z and elderly generations.

Gender Understandings Among Teachers and Students: Discourses From Delhi

2018 ◽  
Vol 38 (3) ◽  
pp. 307-326 ◽  
Author(s):  
Meenu Anand
Keyword(s):  
Teacher Education ◽  
Gender Stereotypes ◽  
Gender Issues ◽  
School Education ◽  
Primary Research ◽  
Masculinity And Femininity ◽  
Educational Challenges ◽  
Teachers And Students ◽  
Education In India ◽  
Gender Awareness

Gender issues are of paramount interest in school education in India, but questions remain about what girls and boys actually learn about gender once they are in school. Are schools really places where teachers effectively combat traditional gender stereotypes among students? Relying on primary research in schools in Delhi, this article examines teachers’ biases and stereotypes regarding gender issues. Comparing this grassroots reality to the opinions on masculinity and femininity held by children in the same schools, the article identifies a need for more focused teacher education. The persistent gaps between tall claims about improved gender awareness, ambitious promises in policies and existing ground realities pose significant educational challenges for India, especially with regard to methods of promoting consciousness about gender-related issues in all domains of education.

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