What Women and Men Should Be, Shouldn't be, are Allowed to be, and don't Have to Be: The Contents of Prescriptive Gender Stereotypes

2002 ◽  
Vol 26 (4) ◽  
pp. 269-281 ◽  
Author(s):  
Deborah A. Prentice ◽  
Erica Carranza

This article presents a four-category framework to characterize the contents of prescriptive gender stereotypes. The framework distinguishes between prescriptions and proscriptions that are intensified by virtue of one's gender, and those that are relaxed by virtue of one's gender. Two studies examined the utility of this framework for characterizing prescriptive gender stereotypes in American society (Study 1) and in the highly masculine context of Princeton University (Study 2). The results demonstrated the persistence of traditional gender prescriptions in both contexts, but also revealed distinct areas of societal vigilance and leeway for each gender. In addition, they showed that women are seen more positively, relative to societal standards, than are men. We consider the implications of this framework for research on reactions to gender stereotype deviants and sex discrimination.

2020 ◽  
Author(s):  
Thomas Delahunty ◽  
Máire Ní Ríordáin ◽  
Mark Prendergast

BackgroundThe underrepresentation of women in STEM fields is a pervasive global issue. Despite evidence casting doubt on the preconceived notions that males outperform females in these domains, gender stereotype beliefs persist and have been highlighted as potential cultural barriers limiting females opportunities. Gender stereotype and ability beliefs emerge in early childhood and recent evidence has highlighted early childhood education as a promising period for the cultivation of positive STEM dispositions. AimsThis study investigated gender stereotype beliefs, mathematical self-beliefs and STEM attitudes among a sample of pre-service early childhood teachers to assess the existence of stereotype endorsements and predictive relationships with STEM interests.SampleParticipants were pre-service early childhood teacher (N=74), mean age 21.17 years, 4 males and 70 femalesMethodsElectronic surveys utilising a series of pre-established scales, measuring gender stereotype bias from ability and cultural perspectives, mathematical self-belief variables (self-efficacy, self-concept, anxiety), and interest in STEM, were distributed. ResultsRegression analysis reveal previous level of mathematical study at secondary school, social persuasions as a sources of self-efficacy and gender stereotype endorsements as significant predictors of overall attitude to STEMConclusions Findings suggest the importance of previous school experience and social influences as well as participants’ gender stereotype endorsements in influencing interest in STEM. These data are discussed in light of implications for teachers; future practice and teacher education


Author(s):  
Gabija Bankauskaitė ◽  
Aistė Kikilaitė

This article gives an overview of modern American society’s impact on the culture of interwar Lithuania; it studies how Hollywood formed Lithuanian gender stereotypes, reflected in periodicals and advertisements (1918–1940). The influence of Hollywood culture on interwar Lithuanian stereotypes has not been studied thoroughly. This work analyses the stereotypes found in selected periodicals by using gender stereotype theories and illustrating them with photographs and excerpts. One of the most popular interwar Lithuanian female stereotypes was based on the Hollywood idol Greta Garbo. She created a stereotype of a cruel, self-confident, modern woman. This article also discusses the Hollywood-based body cult, which became a goal for many Lithuanian women. After the analysis of advertisements, another tendency was noticed – young girls’ desire to become famous. Hollywood also formed three different male stereotypes: the caveman, the womanizer, and the gentleman. These modern stereotypes stand in contradiction with traditional manly virtues, they emphasize compassion and empathy, which are very important in critical situations. During the study, it was determined that Hollywood culture’s stereotypes began a sexual revolution. These stereotypes altered the concept of a traditional relationship through Lithuanian periodicals – it became much more open and oriented towards satisfying individual needs.


2018 ◽  
pp. 19-27
Author(s):  
Grażyna STRNAD

The history of American women fighting for equal rights dates back to the 18th century, when in Boston, in 1770, they voiced the demand that the status of women be changed. Abigail Adams, Sarah Grimke, Angelina Grimke and Frances Wright are considered to have pioneered American feminism. An organized suffrage movement is assumed to have originated at the convention Elizabeth Stanton organized in Seneca Falls in 1848. This convention passed a Declaration of Sentiments, which criticized the American Declaration of Independence as it excluded women. The most prominent success achieved in this period was the US Congress passing the Nineteenth Amendment to the Constitution granting women the right to vote. The 1960s saw the second wave of feminism, resulting from disappointment with the hitherto promotion of equality. The second-wave feminists claimed that the legal reforms did not provide women with the changes they expected. As feminists voiced the need to feminize the world, they struggled for social customs to change and gender stereotypes to be abandoned. They criticized the patriarchal model of American society, blaming this model for reducing the social role of women to that of a mother, wife and housewife. They pointed to patriarchal ideology, rather than nature, as the source of the inequality of sexes. The leading representatives of the second wave of feminism were Betty Friedan (who founded the National Organization for Women), Kate Millet (who wrote Sexual Politics), and Shulamith Firestone (the author of The Dialectic of Sex: The Case for Feminist Revolution). The 1990s came to be called the third wave of feminism, characterized by multiple cultures, ethnic identities, races and religions, thereby becoming a heterogenic movement. The third-wave feminists, Rebecca Walker and Bell Hooks, represented groups of women who had formerly been denied the right to join the movement, for example due to racial discrimination. They believed that there was not one ‘common interest of all women’ but called for leaving no group out in the fight for the equality of women’s rights. They asked that the process of women’s emancipation that began with the first wave embrace and approve of the diversity of the multiethnic American society.


2020 ◽  
Vol 20 (2) ◽  
Author(s):  
Heri Susanto ◽  
Nur Kholis

Penelitian ini bertujuan untuk menganalisis fenomena emansipasi di era modernitas saat ini. Penelitian-penelitian yang berkaitan dengan isu gender dalam akuntansi dan keuangan sudah banyak dilakukan. Tetapi penelitian tersebut lebih bersifat menilai berbagai dimensi akuntan perempuan dan laki-laki yang sudah mapan bekerja disebuah institusi. Penelitian mengenai bagaimana kecenderungan pola gender stereotype, pada proses rekrutmen belum banyak dieksplorasi. Apakah keberadaan auditor perempuan atau laki-laki dalam suatu perusahaan memang sejak awal sudah direncanakan dalam proses rekrutmen dengan mempersyaratkan jenis kelamin.Langkah awal dari penelitian ini adalah mengumpulkan data-data yang berhubungan dengan obyek yang akan digunakan sebagai sample yaitu data Kantor akuntan publik yang ada di Jawa tengah dan DIY. Selanjutnya akan melakukan observasi dan penyebaran kuisioner sebagai sarana untuk memperoleh data yang akan diolah dan dianalisis dengan menggunakan teknik analisis regresi. Hasil penelitian menunjukkan bahwa Bias gender dan Prioritas karyawan laki-laki berpengauruh terhadap Proses rekruitmen auditor di Kantor Akuntan Publik . Keyword: Behavioral accounting, gender stereotypes, recruitment and auditors.


2019 ◽  
Vol 37 (2) ◽  
pp. 98-109
Author(s):  
F. N.K. Nunoo ◽  
D. P. Mensah ◽  
E. Adu Boahen ◽  
I. E. N. Nunoo

Textbooks are known to influence the behaviours and worldview of children. Apart from imparting critical knowledge to pupils, textbooks also encourage pupils to form certain perceptions and stereotypes, including the ‘appropriate’ gender-specific roles in society. This paper examined gender stereotypes in the content and design of the Pupil’s English textbook at the Basic Level in Ghana using content analysis. The study revealed that, as teaching materials, the English Pupil’s Books 1, 2 and 3 displayed gross gender bias that reinforces the stereotypical roles of males and females in Ghanaian society. This does not reflect the development of society towards equality between men and women since there was no equality in how both genders are represented in the textbooks.Keywords: Gender; stereotype; gender stereotype; textbooks 


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