The two most used instruments to assess masculinity (M) and femininity (F) are the Bem Sex Role Inventory (BSRI) and the Personality Attributes Questionnaire (PAQ). Two hypotheses will be tested: a) multidimensionality versus bidimensionality, and b) to what extent the two instruments, elaborated to measure the same constructs, classify subjects in the same way. Participants were 420 high school students, 198 women and 222 men, aged 12–15 years. Exploratory factor analysis and internal consistency analysis were carried out and log-linear models were tested. The data support a) the multidimensionality of both instruments and b) the lack of full concordance in the classification of persons according to the fourfold typology. Implications of the results are discussed regarding the supposed theory behind instrumentality/expressiveness and masculinity/femininity, as well as for the use of both instruments to classify different subjects into the four distinct types.
The New Jersey Governor's School is described in this article. The school is designed to foster global awareness, be forward-looking, emphasize certain generally accepted values, foster a sense of personal responsibility, provide an experience to enhance student growth and development, and to emphasize student participation. The learning environment is described with reference to the community life, intensive courses, Evening Series, and the Integrative Seminar. The article concludes with a discussion of the futures oriented programatic base.
In a sample of 240 high school students cognitive performance differences related to sex, sex-role stereotype, and dissonance between perceived and ideal levels of masculinity/femininity were investigated. Three-way analysis of variance (Scheffé follow-up tests) showed significant interactions on three cognitive variables when stereotype was combined with dissonance. Students scoring higher on cognitive variables expressed dissonance in the direction of valuing more masculine personality traits. Results suggest that a catalyst with regard to individual differences in cognitive performance is the value placed on sex-related personality characteristics rather than sex or sex-role stereotype.
The two forms of the Australian Sex-role Scale developed by Antill, Cunningham, Russell, and Thompson (1981) were administered to 164 male and 131 female Australian high school students. Principal axis factor analyses yielded six factors on Form A and six on Form B. These factors did not reflect the six sub-scales. Moreover, the differing factor structure did not support the original authors' claim that the two forms are parallel lists. Further analyses using mean scale scores, scale intercorrelations and coefficients alpha showed some agreements and disagreements with previous studies on the scale's characteristics. Evidence for the factorial complexity of the scale, and suggestions for further refinement, particularly with the social desirability and masculine negative scales, were presented.
The relationship between sex role stereotypical beliefs, self efficacy, academic engagement and academic achievement: In the case of Tana Hiq secondary school students, Ethiopia
