Effect of same-sex and cross-sex role models on the subsequent academic productivity of scholars.

1979 ◽  
Vol 34 (5) ◽  
pp. 407-410 ◽  
Author(s):  
Elyse Goldstein
Keyword(s):  
Role Models ◽  
Sex Role ◽  
Academic Productivity ◽  
Same Sex

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.

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.

scholarly journals Differences in digit ratios between gay men who prefer receptive versus insertive sex roles indicate a role for prenatal androgen

2021 ◽  
Vol 11 (1) ◽  
Author(s):  
Ashlyn Swift-Gallant ◽  
Victor Di Rita ◽  
Christina A. Major ◽  
Christopher J. Breedlove ◽  
Cynthia L. Jordan ◽  
...  
Keyword(s):  
Gay Men ◽  
Sex Role ◽  
Gender Nonconformity ◽  
Critical Periods ◽  
Same Sex ◽  
Digit Ratios ◽  
Right Hand ◽  
Prenatal Androgens ◽  
The Right ◽  
Prenatal Androgen

AbstractAmong non-human mammals, exposure to androgens during critical periods of development leads to gynephilia (attraction to females), whereas the absence or low levels of prenatal androgens leads to androphilia (attraction to males). However, in humans, retrospective markers of prenatal androgens have only been associated with gynephilia among women, but not with androphilia among men. Here, we asked whether an indirect indication of prenatal androgen exposure, 2D:4D, differs between subsets of gay men delineated by anal sex role (ASR). ASR was used as a proxy for subgroups because ASR groups tend to differ in other measures affected by brain sexual differentiation, such as gender conformity. First, we replicated the finding that gay men with a receptive ASR preference (bottoms) report greater gender nonconformity (GNC) compared to gay men with an insertive ASR preference (tops). We then found that Tops have a lower (male-typical) average right-hand digit ratio than Bottoms, and that among all gay men the right-hand 2D:4D correlated with GNC, indicating that a higher (female-typical) 2D:4D is associated with increased GNC. Differences were found between non-exclusive and exclusive same-sex attraction and GNC, and ASR group differences on digit ratios do not reach significance when all non-heterosexual men are included in the analyses, suggesting greater heterogeneity in the development of non-exclusive same-sex sexual orientations. Overall, results support a role for prenatal androgens, as approximated by digit ratios, in influencing the sexual orientation and GNC of a subset of gay men.

Adults' Perceptions of Children's Independence and other Sex-Role Characteristics as a Function of Child's Gender Label

1978 ◽  
Vol 47 (3) ◽  
pp. 955-962 ◽  
Author(s):  
Nancy J. Bell ◽  
Kay Hibbs ◽  
Thomas Milholland
Keyword(s):  
College Students ◽  
Sex Role ◽  
Female College Students ◽  
Same Sex ◽  
Male And Female ◽  
Female College ◽  
Opposite Sex

Male and female college students were presented with a photograph labeled as a 5-yr.-old boy or girl and heard statements attributed to the child. They then rated the child on sex-role traits and responded to open-ended questions about the child. The primary findings involved sex of child by sex of adult interactions on ratings of independence and leadership: in both cases, same-sex children were rated higher than opposite-sex children. There was also some evidence that women having high contact with children rated the child more extremely on opposite-sex traits than did those with little contact.

Sex and Sex-Role Influences in Same-Sex Dyads

1979 ◽  
Vol 42 (4) ◽  
pp. 373 ◽  
Author(s):  
William Ickes ◽  
Brian Schermer ◽  
Jeff Steeno
Keyword(s):  
Sex Role ◽  
Same Sex

“Your Young Lesbian Sisters”

2019 ◽  
Vol 12 (1) ◽  
pp. 17-32
Author(s):  
Amanda H. Littauer
Keyword(s):  
United States ◽  
Role Models ◽  
Historical Research ◽  
Same Sex ◽  
Teenage Girls ◽  
Public Figures ◽  
Legal Structures

Drawing on letters and essays written by teenage girls in the 1970s and early 1980s, and building on my historical research on same-sex desiring girls and girlhoods in the postwar United States, I ask how teenage girls in the 1970s and early 1980s pursued answers to questions about their feelings, practices, and identities and expressed their subjectivities as young lesbian feminists. These young writers, I argue, recognized that they benefitted from more resources and role models than did earlier generations, but they objected to what they saw as adult lesbians’ ageism, caution, and neglect. In reaching out to sympathetic straight and lesbian public figures and publications, girls found new ways to combat the persistent isolation and oppression faced by youth whose autonomy remained severely restricted by familial, educational, and legal structures.

‘What about the Boys?’: Schooling, Class and Crisis Masculinity

1996 ◽  
Vol 44 (3) ◽  
pp. 381-397 ◽  
Author(s):  
Máirtín Mac an Ghaill
Keyword(s):  
Working Class ◽  
Identity Formation ◽  
Cultural Production ◽  
Gender Discrimination ◽  
Role Models ◽  
Sex Role ◽  
School Level ◽  
Critical Examination ◽  
Gender Categories ◽  
Gender Images

Currently there is growing professional concern in education about ‘boys’ schooling underachievement'. At the same time, popular representations are emerging in the media that position boys as the new victims of institutional gender discrimination. Implicit in these accounts is the notion of fixed gender categories for girls and boys that are in the process of changing. In contrast, recent feminist research on schooling has shown the limits of earlier sex role models of socialisation, that operated with fixed gender images of male and female pupils. It is suggested in this paper that there is a need to draw upon this literature, in order to develop a more sophisticated framework of male identity formation at a school level. The emerging thesis of ‘boys’ underachievement' needs to be located within this framework, that suggests that schools make available a range of femininities and masculinities that young people come to occupy. This paper focuses upon an exploration of the cultural production of white working-class male students. More specifically there is a critical examination of a crisis masculinity experienced by specific sectors of young working class men, who are low academic achievers and have little prospect of future work. Of particular concern here is that new modes of school masculinity are being constructed at a time of retreat from social class analysis in critical accounts of schooling.

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