Pre-service primary and secondary teachers’ gender stereotypes about students’ academic abilities and ambivalent sexism

Author(s):  
Maria Del Carmen Gallego Arias ◽  
Milagros Sainz Ibanez
2005 ◽  
Vol 32 (3) ◽  
pp. 196-199 ◽  
Author(s):  
Amy Hackney

Susan T. Fiske is professor of psychology, Princeton University (PhD, Harvard University; honorary doctorate, Université Catholique de Louvain-la-Neuve, Belgium). She wrote Social Cognition (with Taylor) on how people make sense of each other. Currently, she investigates emotional prejudices (pity, contempt, envy, and pride) at cultural, interpersonal, and neural levels. She won the American Psychological Association's Early Career Award for Distinguished Contributions to Psychology in the Public Interest for antidiscrimination testimony and the Society for the Psychological Study of Social Issues' Allport Intergroup Relations Award for ambivalent sexism theory (with Glick). She edits the Annual Review of Psychology (with Schacter and Kazdin) and the Handbook of Social Psychology (with Gilbert and Lindzey). She just finished Social Beings: A Core Motives Approach to Social Psychology and a year as President of the American Psychological Society. Amy Hackney received her BA in psychology from Indiana University and her MS and PhD in social psychology from Saint Louis University. She began her career as an assistant professor of psychology at Georgia Southern University in the Fall of 2003. She teaches courses in social psychology, psychology and law, psychology of gender, and research methods. She conducts research on racial and gender stereotypes and prejudice. She is particularly interested in how stereotypes and prejudice affect jury decision making and how minority members experience and cope with prejudice.


2014 ◽  
Vol 29 (4) ◽  
pp. 603-618 ◽  
Author(s):  
Beth Kurtz-Costes ◽  
Kristine E. Copping ◽  
Stephanie J. Rowley ◽  
C. Ryan Kinlaw

2016 ◽  
Vol 12 (4) ◽  
pp. 533-549 ◽  
Author(s):  
Angela Fedi ◽  
Chiara Rollero

Ambivalent sexism has many pernicious consequences. Since gender stereotypes also affect leadership roles, the present research investigated the effects of ambivalent sexism on envisioning oneself as a leader. Our studies tested the influence of sexist attitudes (toward women – Study 1 – and men – Study 2) on leadership aspiration, taking into account the interaction among ambivalent attitudes, personal characteristics (e.g. self-esteem), and group processes (e.g. level of identification with gender). Specifically, the current study used a 3 (sexism: hostile, benevolent, control) x 2 (social identification: high, low) x 2 (self-esteem: high, low) factorial design. 178 women participated in Study 1. Results showed that, although sexism was not recognised as a form of prejudice and did not trigger negative emotions, in sexist conditions high-identified women increase their leadership aspiration. In Study 2 men (N= 184) showed to recognise hostility as a form of prejudice, to experience more negative emotions, but to be not influenced in leadership aspiration. For both men and women self-esteem had a significant main effect on leadership aspiration.


2017 ◽  
Vol 11 (1) ◽  
pp. 55-69 ◽  
Author(s):  
Ferzan Curun ◽  
Ebru Taysi ◽  
Fatih Orcan

The present study examined the mediating effects of ambivalent sexism (hostile and benevolent) in the relationship between sex role orientation (masculinity and femininity) and gender stereotypes (dominance and assertiveness) in college students. The variables were measured using the Bem Sex Role Inventory (BSRI), the Ambivalent Sexism Inventory (ASI), and the Attitudes toward Gender Stereotypes in Romantic Relationships Scale (AGSRRS). These inventories were administered to 250 undergraduate students at Istanbul University in Istanbul and Suleyman Demirel University in Isparta, Turkey. Results indicate that benevolent sexism mediates the relationship between hostile sexism and male dominance. Benevolent sexism also mediates femininity and male dominance, as well as femininity and male assertiveness. Hostile sexism was mediated only between the masculine personality trait and benevolent sexism. The present findings expand the literature on sex role orientation by revealing evidence that masculine and feminine individuals experience ambivalent sexism distinctively. The results are discussed in terms of the assumptions of sex role orientation, ambivalent sexism, and gender stereotypes.


Author(s):  
A. Yaroshenko ◽  

The process of reforming the state care system for orphans and children deprived of parental care requires research to study the gender aspects of foster parenthood, which affect the distribution of roles in the private family sphere, strategies for raising orphans and children deprived of parental care. The article covers the problem of gender stereotypes of candidates for foster parents, which determine their vision of social and psychological characteristics and expectations of women and men. The results of the study of femininity and masculinity stereotypes using the Bem Sex-Role Inventory and the assessment of ambivalent sexism in the attitudes toward women and men using a short version of the methodology of P. Glick and S. Fiske. It is established that candidates for foster parents demonstrate a greater extent of benevolent rather than hostile sexism and describe a generalized image of women and men as androgynous individuals, but almost a third of respondents' responses concerning women show high indicators on the femininity scale, and concerning men - on the masculinity scale. High levels of hostility to feminism, especially among women, have been reported. Author emphasizes the importance of introducing special training programs for candidates for foster parents in order to disseminate attitudes that correspond to contemporary views of egalitarian family patterns.


2017 ◽  
Vol 76 (3) ◽  
pp. 107-116 ◽  
Author(s):  
Klea Faniko ◽  
Till Burckhardt ◽  
Oriane Sarrasin ◽  
Fabio Lorenzi-Cioldi ◽  
Siri Øyslebø Sørensen ◽  
...  

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.


2015 ◽  
Vol 46 (2) ◽  
pp. 76-92 ◽  
Author(s):  
Dries Vervecken ◽  
Bettina Hannover

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.


2015 ◽  
Vol 46 (4) ◽  
pp. 182-196 ◽  
Author(s):  
Luke (Lei) Zhu ◽  
Victoria L. Brescoll ◽  
George E. Newman ◽  
Eric Luis Uhlmann

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.


2014 ◽  
Vol 45 (2) ◽  
pp. 112-126 ◽  
Author(s):  
Martin Latsch ◽  
Bettina Hannover

We investigated effects of the media’s portrayal of boys as “scholastic failures” on secondary school students. The negative portrayal induced stereotype threat (boys underperformed in reading), stereotype reactance (boys displayed stronger learning goals towards mathematics but not reading), and stereotype lift (girls performed better in reading but not in mathematics). Apparently, boys were motivated to disconfirm their group’s negative depiction, however, while they could successfully apply compensatory strategies when describing their learning goals, this motivation did not enable them to perform better. Overall the media portrayal thus contributes to the maintenance of gender stereotypes, by impairing boys’ and strengthening girls’ performance in female connoted domains and by prompting boys to align their learning goals to the gender connotation of the domain.


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