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.

GENDER DIFFERENCES IN READING PREFERENCE: EVIDENCE FROM A MOBILE PHONE PLATFORM

Mousaion ◽  
2016 ◽  
Vol 34 (2) ◽  
pp. 1-14
Author(s):  
Kelly De Villiers ◽  
Johann Louw ◽  
Colin Tredoux
Keyword(s):  
Gender Differences ◽  
Mobile Phone ◽  
South African ◽  
The Self ◽  
Male And Female ◽  
Reading Preference ◽  
Non Fiction ◽  
Proxy Measure ◽  
Poor Communities

Two studies were conducted to investigate gender differences in a sample of young South African readers from poor communities. In the first study, the self-reported reading preferences of 2 775 readers on a mobile phone platform supplied by the FunDza Literacy Trust were surveyed. Both male and female readers indicated that they liked four genres in particular: romance, drama, non- fiction, and stories with specific South African content. There were nevertheless some differences, such as that a higher percentage of males liked stories involving sport. The second study examined the unique FunDza site visits made by readers, as a proxy measure of what they actually were reading. Four genres stood out: romance, drama, biography, and action/adventure. Again the similarity between male and female readers was noticeable, although many more females than males read content on the site.

scholarly journals Suicide Notes: Exaggerations by Males and Females

2020 ◽  
Vol 1 (1) ◽  
pp. 1-10
Author(s):  
Purbo Kusumastuti ◽  
Aulia Apriana ◽  
Yazid Basthomi
Keyword(s):  
Gender Differences ◽  
Gender Stereotypes ◽  
Language Production ◽  
Positive Emotions ◽  
Negative Emotions ◽  
Male And Female ◽  
Suicide Notes ◽  
Males And Females ◽  
The Difference ◽  
Female Subjects

Touching into the gender differences between males and females in expressing the use of exaggeration expressions, this study analyzes the relevant data using the LIWC tool, the HIP method, and the deficit and difference theories. This study found that in relation to the gender stereotypes, both males and females speak differently, yet also demonstrate similarities. Both the male and female subjects express emotions equally in the language production; yet, the negative emotions are dominated by the males, and the positive emotions are dominated by the females. The difference of emotion productions influences the differences in the males’ production of exaggeration expressions, such as empty adjectives, italic expressions, and hyperbole by the female subjects.  

scholarly journals EXAMINING GENDER DIFFERENCES IN RELIGIOUS INVOLVEMENT AND DEPRESSION IN LATER LIFE

2019 ◽  
Vol 3 (Supplement_1) ◽  
pp. S525-S525
Author(s):  
Hailey J Santiago ◽  
Caitlin Curtin ◽  
Julia Stengel ◽  
Edward H Thompson ◽  
Andrew Futterman
Keyword(s):  
Older Adults ◽  
Gender Differences ◽  
Religious Orientation ◽  
Rating Scale ◽  
Religious Involvement ◽  
Community Dwelling ◽  
Self Report ◽  
Religious Participation ◽  
Religious Motivation ◽  
Male And Female

Abstract This study examines gender differences in a causal model of religious motivation, religious participation and depression. Using a random sample of 287 community-dwelling older adults living in Worcester, MA, the model hypothesizes that motivations for religious involvement (intrinsic vs. extrinsic) differentially predict religious participation (organizational and non-organizational) as well as depression at both initial and 12-month assessments. In this model, participation also mediates direct relationships between religious motivation and depression. Religious motivation and participation are assessed using standard measures (e.g., Allport & Ross, 1967; Ainlay & Smith, 1982), and depression is assessed both by self-report (CESD and by interview (Hamilton Rating Scale for Depression derived from the Schedule for Affective Disorders and Schizophrenia, SADS). Using MPlus, confirmatory analyses of the model were conducted separately in male and female samples. The model which includes both direct effects of religious motivation and participation on depression and with religious participation as mediating variable demonstrated reasonably good fit to the data in both male and female samples (e.g., CFI=.956 and .943, respectively). Consistent with previous research (e.g., McFarland, 2009), gender differences in the models emerge. For example, men report higher levels of religious participation and less depression than women. In addition, older men demonstrate stronger positive associations between extrinsic religiousness and organizational participation and a more negative association between extrinsic religiousness and depression, than older women. Elucidating the structural relationships among religious orientation, religious participation, and depression in older adults benefits our understanding of vulnerability and treatment of depression in this population.

scholarly journals Gender Similarity in the Use of and Attitudes About ALN in a University Setting

2019 ◽  
Vol 1 (1) ◽  
Author(s):  
John C. Ory ◽  
Cheryl Bullock ◽  
Kristine Burnaska
Keyword(s):  
Gender Differences ◽  
Female Student ◽  
Male And Female ◽  
One Year ◽  
Gender Similarity ◽  
University Setting

This paper presents the results of an investigation of male and female student use of and attitudes about ALN after one year of implementation in a university setting. Results of the study revealed no significant gender differences.

Gender and Organizational Citizenship Behavior

2016 ◽  
Author(s):  
Tammy D. Allen ◽  
Seulki "Rachel" Jang
Keyword(s):  
Gender Differences ◽  
Organizational Citizenship ◽  
Organizational Citizenship Behavior ◽  
Self Report ◽  
Citizenship Behavior ◽  
Future Research ◽  
Male And Female ◽  
Gender Egalitarianism ◽  
Female Employees ◽  
Males And Females

The current chapter reviews theory and findings with regard to relationships between gender and organizational citizenship behavior (OCB). Based on self-report OCB studies, female employees tend to report that they perform more communal OCB (e.g., altruism) than do male employees, whereas male employees tend to report that they perform more agentic OCB (e.g., sportsmanship) than do female employees. However, supervisors do not appear to rate male and female employees differently on OCB performance. Our review also suggests that even with the same amount of OCB performance, female employees tend to be disadvantaged with regard to career-related outcomes (e.g., promotion) relative to male employees. For future research, we encourage researchers to distinguish between actual and perceived OCB performance and examine associated gender differences. Measurement invariance of OCB across gender, different career success outcomes between males and females, and the effects of gender egalitarianism in cultures also need further investigation.

scholarly journals Gender Differences in the Speech Events of Kurdistan Parliament

2019 ◽  
Vol 7 (1) ◽  
pp. 80-94
Author(s):  
Dlvin Abdullah Sadiq ◽  
Salam Nihma Hakeem
Keyword(s):  
Gender Differences ◽  
Social Interactions ◽  
Gender Stereotypes ◽  
Language Use ◽  
Male Dominance ◽  
Data Collection Tool ◽  
Male And Female ◽  
Parliamentary Debates ◽  
The Social ◽  
Speech Events

This study tackles the differences between male and female MPs’ language in Kurdistan Parliament and the reasons behind such differences. The study investigates the extent and the type of gender differences between male and female MPs in Kurdistan and how these differences may lead to misunderstandings while debating. . In addition, the study highlights the MPs’ perspective on gender stereotypes and how such perspectives may affect their interactions. A quantitative method has been used to analyze the data of the study. First, an ethnographic description of Kurdistan Parliament according to Hymes's speaking framework was given, focusing on the setting, the participants and the act sequence. Second, a questionnaire was prepared as the data collection tool of the study. Based on the analysis of the collected data, it was found out that both male and female MPs strongly agreed that gender differences in language use could lead to misunderstandings. Moreover, MPs confirmed that the Kurdish society is patriarchal, and this leads to male dominance in most of the social interactions including parliamentary debates.

scholarly journals Gender Differences in Motivation and Barriers for The Practice of Physical Exercise in Adolescence

2019 ◽  
Vol 17 (1) ◽  
pp. 168 ◽  
Author(s):  
Iago Portela-Pino ◽  
Antonio López-Castedo ◽  
María José Martínez-Patiño ◽  
Teresa Valverde-Esteve ◽  
José Domínguez-Alonso
Keyword(s):  
Gender Differences ◽  
Physical Exercise ◽  
Secondary School ◽  
Ad Hoc ◽  
Motivational Factors ◽  
Social Recognition ◽  
The Self ◽  
Self Report ◽  
Sociodemographic Data

A total of 852 adolescents between 12 and 17 years of age were evaluated (M = 14.86, SD = 1.67), randomly selected among a population of secondary school and Baccalaureate students. We applied an “ad hoc” questionnaire on sociodemographic data and the Self-Report of Reasons for the Practice of Physical Exercise (AMPEF) and Self-Report of Barriers to the Practice of Physical Exercise (ABPEF) questionnaires. The results obtained show a prevalence of competition, social recognition, and challenge as motivational factors, and fatigue or laziness as barriers to physical exercise among adolescents. With respect to gender, boys show a greater presence of motivations towards doing physical exercise, while girls show more barriers. In conclusion, the motivational factors and barriers interact and support each other for a better predisposition towards physical exercise.

scholarly journals UNDERSTANDING THE CONCEPT OF SPUR DIMENSIONS REVIEWED BY THE TERMS OF GENDER DIFFERENCES AND ABILITY CATEGORIZED BY STUDENTS AT MADRASAH IBTIDAIYAH

2021 ◽  
Vol 13 (1) ◽  
pp. 73-90
Author(s):  
Hajra Yansa ◽  
Murniati Muniati ◽  
Nurrahmah Nurrahmah ◽  
Nurhayati Nurhayati ◽  
Ani Fitriyani
Keyword(s):  
Gender Differences ◽  
Gender Stereotypes ◽  
Female Students ◽  
Male Students ◽  
Bias Error ◽  
Mathematical Concepts ◽  
Male And Female ◽  
Four Dimensions ◽  
Qualitative Descriptive ◽  
High Ability Students

These gender differences and abilities categorized by students at Madrasah Ibtidaiyah can understand the concept of SPUR dimension fractions (Skills, Property, Uses, and Representation) that is the focus of this study. Presently, it is to answer the study's neediness about gender differences in math performance recommended by the previous studies. To offer the novelty about the measurement of conceptual understanding in four dimensions because one dimension is not relevant to describe students' understanding comprehensively and deeply of mathematical concepts. This study was a qualitative descriptive that relies on the analysis of test participants' answers; it consists of three male students and three female students representing the high, medium, and low ability categories at Madrasah Ibtidaiyah of Indramayu Regency. The students' participant is determined by purposive sampling. The analysis of the test participants' answers demonstrated the ability to understand the concept of fractions in the SPUR dimension of equality between male and female students in the same ability category. However, the students at every level of ability to achieve a different dimension. Male and female students in the high category achieved the dimensions of skills and property. Male and female students in the medium and low categories achieved skills. High-ability students and the medium category experienced an integer bias error using the integer property infractions. They perform arithmetic operations in the numerator and denominator separately as if they were independent integers. For this reason, students need to develop an understanding of concepts, especially on the dimensions of fraction properties, applications, and their representations, without being influenced by gender stereotypes. This development of understanding can be done through SPUR dimensional exercises that avoid gender bias, and teachers establish communication mathematics teaching in the classroom to engage students in both men and women

Further Validation of the Self-Defeating Personality Scale

1995 ◽  
Vol 76 (3_suppl) ◽  
pp. 1135-1138 ◽  
Author(s):  
Lynn E. McCutcheon
Keyword(s):  
Gender Differences ◽  
The Self ◽  
Self Report ◽  
Personality Scale

In a sample of 51 women and 35 men those who scored higher on the Self-defeating Personality Scale reported having “dropped out” of useful activities more often and scored as less assertive on the Assertiveness Self-report Inventory. Women were more likely than men to report having experienced at least one self-defeating relationship. Attempts to replicate gender differences reported earlier were partially successful. The results provide additional validation for the Self-defeating Personality Scale.

scholarly journals Sexism and Aggression in Adolescence—How Do They Relate to Perceived Academic Achievement?

2018 ◽  
Vol 10 (9) ◽  
pp. 3017
Author(s):  
Elisabeth Malonda ◽  
Anna Llorca ◽  
Ana Tur-Porcar ◽  
Paula Samper ◽  
Mª Mestre
Keyword(s):  
Academic Achievement ◽  
Gender Stereotypes ◽  
Structural Equation ◽  
Self Report ◽  
Hostile Sexism ◽  
Mediating Role ◽  
Sexist Attitudes ◽  
Self Report Data ◽  
The Relationship

Sexist attitudes are rooted in patriarchal structures, which uphold traditional gender stereotypes, and which are still found in society today. Scholars have found gender differences in perceived academic achievement, with girls performing better than boys, and negative relationships between sexism and perceived academic achievement. Moreover, perceived academic achievement and sexist attitudes have been associated with aggression and different kinds of violence. This study examined the associations between sexist attitudes and perceived academic achievement (using self-report data). The study also assessed the mediating role of physical and verbal aggression in the relationship between sexist attitudes and perceived academic achievement. Seven hundred eight Spanish adolescents participated in the study. The mean age was 13.00 (SD = 0.95; range = 12–14 years). Structural equation modelling (SEM) was used to analyse the effects among variables for boys and girls. Results showed the role of benevolent sexism and hostile sexism in perceived academic achievement, as well as the mediating role of aggression in the relationship between sexism and perceived academic achievement. Findings and implications are discussed to assess measures for establishing intervention programs and educating adolescents in a non-sexist manner.

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