Sex Role Stereotyping in the Public Schools

1973 ◽  
Vol 43 (3) ◽  
pp. 386-416 ◽  
Author(s):  
Terry Saario ◽  
Carol Nagy Jacklin ◽  
Carol Kehr Tittle
Keyword(s):  
Public Schools ◽  
Educational Achievement ◽  
Sex Role ◽  
Sex Bias ◽  
Language Usage ◽  
Basal Readers ◽  
The Public ◽  
Sex Role Stereotyping ◽  
Males And Females ◽  
Item Content

The authors investigate sex role stereotyping in three major areas: elementary school basal readers, educational achievement tests, and difjerential auricular requirements for males and females. The section on basal readers documents the extent and kind of sex role stereotyping in the kindergarten to third grade textbooks of four major publishers. The section on educational testing raises the issue of sex bias in item content and language usage and shows the presence of sex role stereotyping in test batteries from major test publishing companies. The curriculum section discusses the presence and ramifications of different curriculum patterns for males and females.

Sex-Role Stereotyping for Selected Sport and Physical Activities across Age Groups

2002 ◽  
Vol 94 (3) ◽  
pp. 743-749 ◽  
Author(s):  
Karen S. Meaney ◽  
Lanie A. Dornier ◽  
Mary S. Owens
Keyword(s):  
Public Schools ◽  
Sex Role ◽  
Age Groups ◽  
Physical Activities ◽  
Chi Square ◽  
Sex Role Stereotyping ◽  
Age Related ◽  
Chi Square Analysis

This investigation was designed to assess sex-role stereotyping across age groups. Participants ( N = 668) were girls and boys, students from Grades 3, 5, 8, and 10 at local public schools. All participants completed the Sport and Physical Activities Questionnaire on which were displayed pictures of 31 sport and physical activities. Participants were instructed to designate each activity as a boys' activity, a girls' activity, or a boys' and girls' activity. Chi-square analysis showed age-related differences in distribution of stereotyping of the activities. Over age groups there were more discrepancies between boys' and girls' ratings of activities as sex-specific. These findings suggest that sex-role stereotyping of sports and physical activities becomes more predominant across age groups.

Teachers View People: Sex-Role Stereotyping

1977 ◽  
Vol 41 (2) ◽  
pp. 583-591 ◽  
Author(s):  
Sara G. Zimet ◽  
Carl N. Zimet
Keyword(s):  
Women Educators ◽  
Sex Role ◽  
Check List ◽  
Men And Women ◽  
Adjective Check List ◽  
Personal Adjustment ◽  
Sex Role Stereotyping ◽  
Males And Females ◽  
The Relationship

175 women and 80 men educators completed the Gough Adjective Check List identifying each word as being stereotypically associated with males, with females, or with both. Only those adjectives on which at least 70% of all educators agreed were assigned by society either to males ( N = 74) or to females ( N = 67) were used in eight of the check list scales. Men and women educators saw males as being perceived as significantly more achievement oriented, autonomous, and aggressive and females as being seen as significantly more deferent. No significant differences in educators' views of society's perception of males and females were found regarding personal adjustment, intraception, and favorable and unfavorable characteristics. The relationship between culturally stereotyped characteristics identified by educators as being assigned to males and females and the characteristics associated with performance in school are discussed.

Women and Therapy: A Survey on Internship Programs

1976 ◽  
Vol 1 (2) ◽  
pp. 125-137 ◽  
Author(s):  
Joy Anne Kenworthy ◽  
Corinne Koufacos ◽  
Julia Sherman
Keyword(s):  
Sex Role ◽  
Sex Bias ◽  
Graduate Schools ◽  
Psychological Practice ◽  
Sex Role Stereotyping ◽  
Internship Programs

Two hundred and ninety-nine internship programs and selected psychology graduate schools were surveyed by mail regarding their opinions and practices relevant to training in psychotherapy for women. The 94 usable replies included 55% of all APA approved programs. The results indicated that only a minority of training facilities deal in a systematic way with issues of sex bias and sex-role stereotyping in psychological practice. About 20% of the respondents expressed a need to improve their programs. Respondents' answers are detailed and the suggestion is made that egalitarian group supervisory meetings afford more opportunity than individual sessions to deal effectively with issues of sex bias and stereotyping.

Families of Agoraphobic Women

1984 ◽  
Vol 18 (2) ◽  
pp. 164-170 ◽  
Author(s):  
Carolyn Quadrio
Keyword(s):  
Sex Role ◽  
Case Histories ◽  
Three Generations ◽  
Sex Role Stereotyping ◽  
Males And Females

Marital systems of agoraphobic women may reinforce or support the phobic condition and in some cases entire families are affected. Four case histories are presented in which agoraphobia and related disturbances and alcoholism are traced through three generations. Other studies are reviewed relating agoraphobia to alcoholism, examining the characteristics of parents and siblings and the marital adjustments of agoraphobic patients. A relationship with sex role stereotyping is suggested, particularly as relevant to the differing adjustments of males and females in these families. It is concluded that conflicts relating to separation/individuation and autonomy versus dependency and fear are crucial in these families and they are defended against by mechanisms of phobic avoidance, counterphobia and alcoholism.

Sex-Role Stereotypes: Children's Perceptions of Occupational Competence

1980 ◽  
Vol 46 (1) ◽  
pp. 135-139 ◽  
Author(s):  
Doreen A. Rosenthal ◽  
Diane C. Chapman
Keyword(s):  
Grade Level ◽  
Sex Role ◽  
Older Children ◽  
Sex Role Stereotyping ◽  
Sex Role Stereotypes ◽  
Single Sex ◽  
Males And Females ◽  
Coeducational School ◽  
Male Occupations ◽  
Type Of School

Children's perception of occupational competence was studied as a measure of sex-role stereotyping. Children from Grade 1 (25 boys, 25 girls), Grade 4 (25 boys, 30 girls), and Grade 6 (25 boys, 29 girls) in single-sex schools and children from Grade 1 (15 boys, 10 girls), Grade 4 (15 boys, 11 girls), and Grade 6 (9 boys, 12 girls) in a coeducational school were asked to rate the competence of a male and a female in traditionally male occupations. There was an increase in competence ascribed to the male occupant as a function of higher grade level and an increase in competence ascribed to the female occupant as a function of type of school, with children in the coeducational school rating females higher. Older children perceived greater differences between males' and females' competence, in favour of males, as did children at single-sex schools. No significant differences due to sex of child were found.

Sometimes Nothing Succeeds like Success: Reactions to Success and Failure in Sex-Linked Occupations

1977 ◽  
Vol 2 (1) ◽  
pp. 50-61 ◽  
Author(s):  
Howard Garland
Keyword(s):  
Causal Attributions ◽  
Sex Role ◽  
Negative Consequences ◽  
Female Worker ◽  
Third Order ◽  
Order Interaction ◽  
Sex Role Stereotyping ◽  
Males And Females ◽  
Main Effects

Males and females read descriptions of a male or female worker who succeeded or failed as a manager or secretary. Subjects responded with impressions of the worker, causal attributions for his/her success or failure, and evaluations of the likelihood of a number of positive and negative consequences for the worker. Based upon earlier work, a generalized third-order interaction between worker sex, occupation, and outcome was hypothesized. In contrast to this hypothesis, highly consistent and powerful main effects of outcome were found on all three types of dependent measures. Briefly, successful workers were viewed more positively and expected to experience more positive consequences than those who failed, regardless of their sex or occupation. In addition, success was attributed more to ability and effort and less to the job itself than was failure. The discussion centers on conditions that might limit the effects of sex-role stereotyping on observer reactions to success and failure.

A Rural County Speech and Language Program

1977 ◽  
Vol 8 (4) ◽  
pp. 250-255 ◽  
Author(s):  
Hildegarde Traywick
Keyword(s):  
Public Schools ◽  
Speech And Language ◽  
Rural County ◽  
Language Program ◽  
The Public ◽  
Madison County

This paper describes the organization and implementation of an effective speech and language program in the public schools of Madison County, Alabama, a rural, sparsely settled area.

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