A Study on the ‘Sex-Role Stereotype’ and ‘Sexual Harassments’ - Focused on Issues of Sexual Harassments

2021 ◽  
Vol 38 (2) ◽  
pp. 85-107
Author(s):  
Jong Il Kim
Keyword(s):  
Sex Role ◽  
Role Stereotype

A Comparison of Sex Role and Related Personality Traits in Young, Middle-Aged, and Older Women

1983 ◽  
Vol 17 (2) ◽  
pp. 141-152 ◽  
Author(s):  
Carol J. Erdwins ◽  
Zita E. Tyer ◽  
Jeanne C. Mellinger
Keyword(s):  
Personality Traits ◽  
Older Women ◽  
Sex Roles ◽  
Sex Role ◽  
Age Groups ◽  
Significant Life ◽  
Role Stereotype ◽  
Attitudes Toward Sex ◽  
Life Roles ◽  
Related Personality

Self-descriptions on sex role characteristics and related personality traits including achievement and affiliation were compared in four age groups of women: eighteen to twenty-two, twenty-nine to thirty-nine, forty to fifty-five, and sixty to seventy-five year-olds. In general, the two younger groups emerged as least like the traditional feminine sex role stereotype. In comparison to the older women, they were more willing to ascribe masculine sex role characteristics to themselves and rated themselves as less responsible, self-controlled, and affiliative. Conversely, the women over sixty and homemakers in their forties and fifties adhered most strongly to the conventional feminine traits. These differences are explained in terms of the recent changes in societal attitudes toward sex roles. There is also some evidence that significant life roles are related to self-descriptions on these personality dimensions.

Impact of Sex-Role Values on Cognitive Performance

1977 ◽  
Vol 41 (3_suppl) ◽  
pp. 1251-1256
Author(s):  
Barbara Goebel ◽  
Elizabeth Harris
Keyword(s):  
High School ◽  
High School Students ◽  
Cognitive Performance ◽  
Sex Role ◽  
Personality Characteristics ◽  
Cognitive Variables ◽  
School Students ◽  
Role Stereotype ◽  
Related Personality

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.

Social-Cohort Effect on Three Masculinity-Femininity Instruments and Self-Report

1976 ◽  
Vol 38 (3_suppl) ◽  
pp. 1111-1118 ◽  
Author(s):  
Carolyn I. Saarni
Keyword(s):  
Multivariate Analyses ◽  
Sex Role ◽  
Cohort Effect ◽  
Psychology Students ◽  
Self Report ◽  
Skilled Workers ◽  
Self Reports ◽  
Behavioral Preferences ◽  
Role Stereotype ◽  
Cohort Groups

The effect of female social-cohort groups on sex-typed behavioral preferences and conceptions of role stereotypes was studied by means of multivariate analyses. Subjects' self-reports of femininity were obtained, and May's projective technique, the Sex-role Stereotype scale, and Gough's Psychological Femininity scale were administered to a total of 105 females, ranging in age from 19 to 49 yr., who were distributed across the following groups: nursing trainees, introductory psychology students, skilled workers, and active feminists. Cohort membership was a significant factor; feminists differed from the other female groups in the direction of greater masculinity on 3 of 4 test variables and showed greater differentiation in their self-report of femininity ( p < .01). Low to moderate correlations were obtained among the test scores, age, and educational level. The problems inherent in sex-role assessment appear related to an interaction between gender-identity and cohort-influenced behavioral preferences.

Development and Validation of the Sexist Attitudes Toward Women Scale (SATWS)

1980 ◽  
Vol 5 (2) ◽  
pp. 276-291 ◽  
Author(s):  
Peter L. Benson ◽  
Steven Vincent
Keyword(s):  
Sex Role ◽  
Empirical Studies ◽  
Internal Consistency Reliability ◽  
Attitudes Toward Women ◽  
Sexist Attitudes ◽  
Scale Scores ◽  
Role Stereotype ◽  
High Internal Consistency ◽  
Development And Validation ◽  
High Internal Consistency Reliability

Although sexism is now defined as a major social problem, there have been very few empirical studies investigating its correlates and determinants. One primary reason for this is that there are no published sexism scales, and hence it is difficult to assess individual differences in sexism. This article describes the development and validation of a 40–item Sexist Attitudes Toward Women Scale (SATWS). On rational-intuitive grounds, it is hypothesized that sexism toward women has seven components and, accordingly, items were written to reflect these. It is suggested that scales measuring only one of these components (e.g., sex-role stereotype scales and women's liberation movement scales) lack content validity as measures of sexism. On empirical grounds it is argued that the SATW scale also has stronger construct validity as a measure of sexism toward women than other such scales. The SATW scale has high internal consistency reliability for both college students and nonstudent adults and the SATW scale scores are independent of social desirability scores. Relationships to age, sex, and education are presented.

Sex-Role Stereotype Questionnaire

1968 ◽  
Author(s):  
Paul Rosenkrantz ◽  
Susan Vogel ◽  
Helen Bee ◽  
Inge Broverman ◽  
Donanld M. Broverman
Keyword(s):  
Sex Role ◽  
Role Stereotype

Correlations among Field Dependence-Independence, Sex, Sex-Role Stereotype, and Age of Preschoolers

1991 ◽  
Vol 73 (3) ◽  
pp. 747-756 ◽  
Author(s):  
Emil William Chynn ◽  
Jack Demick ◽  
Andrew Garrod ◽  
Edward DeVos
Keyword(s):  
Field Dependence ◽  
Sex Role ◽  
Field Independence ◽  
Sex Typing ◽  
Embedded Figures Test ◽  
Sex Role Stereotyping ◽  
Field Independent ◽  
Educational Implications ◽  
Role Learning ◽  
Role Stereotype

Preschoolers (27 boys, mean age = 4.7 yr.; 24 girls, mean age = 4.6 yr.) were assessed for field dependence-independence (Preschool Embedded Figures Test), sex-role stereotyping (Sex-role Learning Inventory), and receptive verbal intelligence (Peabody Picture Vocabulary Test—Revised). Relative to the girls, the boys were significantly less field-independent and significantly more sex-role stereotyped. After age and Peabody IQs were partialled out by multiple regression, same-sex typing in boys and cross-sex typing in girls were significant predictors of field independence. The regression analysis also suggested that, by 5.3 yr. of age, the boys as a group surpassed the girls on field independence. Limitations of the present research and educational implications of the over-all findings are discussed.

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