Gender stereotypes and superior conformity of the self in a sample of cyclists

2013 ◽  
Vol 50 ◽  
pp. 336-340 ◽  
Author(s):  
Marie-Line Félonneau ◽  
Elsa Causse ◽  
Aymery Constant ◽  
Benjamin Contrand ◽  
Antoine Messiah ◽  
...  
Keyword(s):  
Gender Stereotypes ◽  
The Self

Les représentations multidimensionnelles du masculin et du féminin véhiculées par la presse enfantine francophone 1Mes remerciements vont aux deux experts anonymes qui ont fait des commentaires très constructifs sur des versions antérieures de ce manuscrit.

2002 ◽  
Vol 61 (2) ◽  
pp. 85-103 ◽  
Author(s):  
Anne Dafflon Novelle
Keyword(s):  
Gender Identity ◽  
Gender Stereotypes ◽  
Self Esteem ◽  
The Self ◽  
French Language ◽  
School Age Children ◽  
Professional Roles ◽  
School Age ◽  
Future Aspirations ◽  
Language Literature

Multidimensional representations of gender in French language publications for children. Gender stereotypes in French language literature for children have not been extensively studied. This study analyses stories with household heroes, in French language publications aimed at pre-school age children. The aim is to evaluate multidimensional representations of gender in these publications. Results reveal major quantitative and qualitative asymmetries in the representations of the two sexes, often to the detriment of the female. Males outnumber females, who more often play secondary roles as compared to males who are more often depicted in the central role; girls are less frequently represented in the illustrations accompanying these stories than boys. Females are depicted in a more stereotyped manner, and are more confined to domestic and in private locations. Additionally, women play a smaller variety of professional roles than men. The asymmetries highlighted in this study are discussed in terms of the influence that may be exercised over children’s construction of their gender identity, and influence particularly on the self-esteem and future aspirations of girls.

Instrumental and Expressive Traits, Trait Stereotypes, and Sexist Attitudes: What Do They Signify?

2000 ◽  
Vol 24 (1) ◽  
pp. 44-53 ◽  
Author(s):  
Janet T. Spence ◽  
Camille E. Buckner
Keyword(s):  
Gender Differences ◽  
Gender Stereotypes ◽  
Female Student ◽  
The Self ◽  
Self Report ◽  
Multidimensional Approach ◽  
Male And Female ◽  
Sexist Attitudes ◽  
Attitude Measures ◽  
Societal Changes

College students rated the typical male and female student and themselves on 22 instrumental (I) and 16 expressive (E) items from the PAQ (Spence & Helmreich, 1978) and the BSRI (Bem, 1974), as well as on the BSRI items “masculine” and “feminine.” They also completed measures of gender stereotypes and sexist attitudes. Significant gender stereotypes were found on all but two I and E items in both genders. Significant gender differences in self-report were found on all the E items but on only 41% of the I items, confirming our hypotheses that societal changes have led women to develop more agentic self-conceptions. The pattern of relationships found between the self-report, stereotype, and attitude measures supports the utility of a multidimensional approach to gender. Responses to the items “masculine” and “feminine” confirm the implications of our hypothesis that these items primarily assess men's and women's basic sense of gender identity.

scholarly journals Advertising stereotypes and gender representation in social networking sites

Comunicar ◽  
2013 ◽  
Vol 21 (41) ◽  
pp. 177-186 ◽  
Author(s):  
Iolanda Tortajada-Giménez ◽  
Núria Araüna-Baró ◽  
Inmaculada-José Martínez-Martínez
Keyword(s):  
Social Networking ◽  
Gender Stereotypes ◽  
Social Networking Sites ◽  
Gender And Sexuality ◽  
The Self ◽  
Media Education ◽  
Redes Sociales ◽  
And Gender ◽  
La Red ◽  
Media Practices

This article presents the results of a quantitative and qualitative analysis of adolescent selfpresentations in Fotolog. The images which these adolescents create and share through the Net focus on the construction of the Self. Here gender and sexuality become the main structuring factors of representation. Results point to the fact adolescents selfpresentations mirror some of the categories defined by Goffman in his study of gender hyperritualization in advertising. Moreover, other gender expressions are found in the sample, such as the lesbian pose or the erotization of bodies which Gill also detects in advertising. Despite the fact that the images that adolescents upload in Social Networking Sites reproduce gender stereotypes and patriarchal patterns based in advertising, it must be said that they also elaborate a relatively varied repertoire of pictures and are able to conceive original creations. These creative selfrepresentations are the outcome of a process of negotiation of gender and sexual identity which occurs in these settings, as well as in other adolescent media practices. To avoid a thoughtless reproduction of gender stereotypes and contribute to a critical negotiation of these representations, media education is needed. This media education should take into account the way in which adolescent practices are shaped by other media consumption. Este artículo presenta los resultados del análisis cuantitativo y cualitativo de las autopresentaciones que los y las adolescentes elaboran para Fotolog. Las imágenes que dichos adolescentes crean y comparten a través de la red están centradas en el sí mismo, y el género y la sexualidad constituyen el eje principal de la representación. Los resultados obtenidos apuntan a que algunas de las categorías que estableció Goffman en su estudio sobre la hiperritualización de la feminidad en la publicidad están presentes en las autopresentaciones analizadas. Además, aparecen otras expresiones de género como la pose lésbica o la erotización de los cuerpos que ya han sido detectadas también en los análisis de la publicidad desarrollados por autoras como Gill. Si bien estas imágenes reproducen estereotipos de género y patrones patriarcales, hay que destacar la presencia de un repertorio variado y algunas creaciones originales, resultado de la negociación identitaria que, respecto al género y a la sexualidad, tiene lugar en estos espacios y otras prácticas mediáticas adolescentes. Para evitar una reproducción irreflexiva de patrones de género estereotipados y contribuir a una negociación crítica de estas representaciones sería importante que la educación mediática tuviera en cuenta la manera en que las prácticas adolescentes en las redes sociales se están nutriendo de otros consumos mediáticos y cómo esto afecta a lo que los y las adolescentes expresan en las redes.

(Trans)gender stereotypes and the self: Content and consequences of gender identity stereotypes

2019 ◽  
pp. 1-18 ◽  
Author(s):  
Kristina Howansky ◽  
Leigh S. Wilton ◽  
Danielle M. Young ◽  
Samantha Abrams ◽  
Rebekah Clapham
Keyword(s):  
Gender Identity ◽  
Gender Stereotypes ◽  
The Self

Self‐gender schemata and the processing of social information

1992 ◽  
Vol 6 (5) ◽  
pp. 359-370 ◽  
Author(s):  
Vittorio Rubini ◽  
Elena Antonelli
Keyword(s):  
Gender Stereotypes ◽  
Social Information ◽  
The Self ◽  
The Other ◽  
Gender Schema ◽  
Feminine Trait ◽  
Gender Based ◽  
Trait Adjective

Previous research has found that subjects possessing a self‐gender schema in line with gender stereotypes (i.e. sex‐typed individuals) are quicker than non‐sex‐typed subjects in deciding whether a stereotypically masculine or feminine trait adjective is self‐descriptive or not. The results of memory tasks are more contradictory. In this study we have supposed that gender‐schematic subjects can most effectively process gender‐linked information even if it does not relate to the self. More specifically, we hypothesized (a) that sex‐typed subjects are quicker than non‐sex‐typed subjects in deciding whether a trait adjective can be better attributed to men or women and (b) that they recall a greater number of masculine and feminine adjectives and have greater gender‐based clustering indices compared with non‐sex‐typed individuals. Subjects previously identified as Sex‐typed, Androgynous, Indifferentiated, and Cross‐sex‐typed were presented with adjectives referring to stereotypic masculine and feminine traits. The results showed that sex‐typed subjects, regardless of their sex, were faster than the other groups in deciding whether a certain trait applied more to a man than to a woman. No significant differences between the groups of subjects were found as to the number of masculine and feminine items being correctly recalled or to gender‐based clustering indices.

The Influence of Ability Beliefs and Motivational Orientation on the Self-Efficacy of High School Science Students in Thailand

2012 ◽  
Vol 56 (2) ◽  
pp. 163-181 ◽  
Author(s):  
Thanita Lerdpornkulrat ◽  
Ravinder Koul ◽  
Chuchai Sujivorakul
Keyword(s):  
Gender Stereotypes ◽  
Self Efficacy ◽  
Career Aspirations ◽  
Negative Influence ◽  
Positive Influence ◽  
The Self ◽  
Motivational Orientation ◽  
Academic Science ◽  
High School Science ◽  
Avoidance Goals

This study investigated the influence of entity beliefs, gender stereotypes and motivational goals on participants' self-efficacy in biology and physics and their career aspirations. Participants ( n = 2638, males 46% and females 54%) were students enrolled in Years 10–12 of the academic science-maths stream in Thailand. Entity beliefs were endorsed significantly more by males than by females, while gender stereotypes were endorsed significantly more by females than by males. Entity beliefs were found to be significantly and positively associated with performance avoidance goals towards science. Multiple regression analysis found a negative influence of performance avoidance goals and a positive influence of mastery goals on males' and females' self-efficacy in physics and biology and their career aspirations. The stereotype ‘males are better in physics’ had a positive influence on the measure of self-efficacy of males in physics studies and a negative influence on the self-efficacy of females. The stereotype ‘females are better in biology’ had no influence on the measure of self-efficacy in biology studies for either males or females. Our results support a view of subject-specific inquiry as more revealing than global inquiry for the investigation of gender differences in achievement-related beliefs.

scholarly journals The Role of Athletics in the Self-Esteem of Tomboys

2011 ◽  
Vol 2011 ◽  
pp. 1-9 ◽  
Author(s):  
May Ling Halim ◽  
Elizabeth Dalmut ◽  
Faith K. Greulich ◽  
Sheana Ahlqvist ◽  
Leah E. Lurye ◽  
...  
Keyword(s):  
Gender Stereotypes ◽  
Self Esteem ◽  
The Self ◽  
Interactive Effects ◽  
Gender Group ◽  
Lower Status ◽  
Gender Status ◽  
Status Differences

Many girls self-identify as tomboys, yet little is known about their experiences. Tomboys deviate from gender stereotypes; they also may be more highly aware of gender status differences. Because tomboys may feel different from others and more keenly feel the lower status of their gender group, they may suffer from lower levels of self-esteem. Yet many tomboys also tend to participate in athletics, an activity that often leads to higher levels of self-esteem. Two studies sought to disentangle the interactive effects of tomboy identification and athleticism on self-esteem. Study 1 sampled 144 female undergraduates and Study 2 sampled 66 girls aged from 8 to 13. In both studies, greater self-identification as a tomboy during childhood was associated with lower current self-esteem, but only for less athletic participants. Tomboys who were highly athletic had high levels of self-esteem. Together these findings suggest that participating in athletics can protect tomboys from decreased self-esteem.

Problem behavior in autism spectrum disorders: A paradigmatic self-organized perspective of network structures

2019 ◽  
Vol 42 ◽  
Author(s):  
Lucio Tonello ◽  
Luca Giacobbi ◽  
Alberto Pettenon ◽  
Alessandro Scuotto ◽  
Massimo Cocchi ◽  
...  
Keyword(s):  
Autism Spectrum Disorder ◽  
Problem Behaviors ◽  
Autism Spectrum ◽  
The Self ◽  
Network Structures ◽  
Self Organized ◽  
Critical Equilibrium ◽  
Self Organized Criticality ◽  
Acute Agitation ◽  
Spectrum Disorders

AbstractAutism spectrum disorder (ASD) subjects can present temporary behaviors of acute agitation and aggressiveness, named problem behaviors. They have been shown to be consistent with the self-organized criticality (SOC), a model wherein occasionally occurring “catastrophic events” are necessary in order to maintain a self-organized “critical equilibrium.” The SOC can represent the psychopathology network structures and additionally suggests that they can be considered as self-organized systems.

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