{Re}locating Agency in Women Terrorism

Carleton Review of International Affairs ◽

10.22215/cria.v5i0.1318 ◽

2018 ◽

Vol 5 ◽

pp. 19-30

Author(s):

Laurie Chandler

Keyword(s):

Gender Stereotypes ◽

Female Participation ◽

Global Terrorism

Why is it, that when we think about or see terrorism, we do not see women? Women, like men, are capable of violence. Women, like men, commit violence for a variety of reasons, some rational some irrational. Still, when women commit acts of violence, they have been characterized as anything but regular criminals or soldier or terrorists. Rather, women who are violent are discussed in one of three ways - the wife, the mother or the whore – which deny her agency and reify gender stereotypes and subordination. With the rise in global terrorism and female participation within such organizations, the implications of the terms we use to describe away a woman’s legitimate use of violence, are far reaching.

Download Full-text

A Review of Influencing Factors for Selection of Engineering Pathway for Women – A Case Study of Females Studying Engineering at Waikato Institute of Technology (Wintec), New Zealand

Proceedings of the Canadian Engineering Education Association (CEEA) ◽

10.24908/pceea.vi0.14186 ◽

2020 ◽

Author(s):

Maryam Moridnejad ◽

Josy Cooper ◽

Wendy H Fox-Turnbull ◽

Sarla Kumari

Keyword(s):

New Zealand ◽

Influencing Factors ◽

Gender Stereotypes ◽

School System ◽

Tertiary Education ◽

Cultural Issues ◽

Contributing Factors ◽

Female Participation ◽

Institute Of Technology ◽

Selection Of

Females are underrepresented in engineering cohorts in New Zealand. The lack of female participation in engineering fields at the tertiary education level has been a barrier for diversity and equality in both the industry and academic professions. A recent study by Docherty et al. [11] noted girls coming to engineering at Canterbury University, New Zealand are more likely to be from a single sex school and this phenomenon can be due to cultural reasons. They identified that future work is needed to look at the cultural changes in New Zealand which could potentially mitigate the gender bias.However, we first need to identify a range of contributing factors (including cultural issues) for the lack of diversity in engineering schools in New Zealand. By identifying these factors, we can then propose and implement necessary remediation actions to address the lack of female participation in engineering. Common influencing factors for female participation in STEM and selection of engineering pathways were found during a review of literature and included parental and teacher influences, self-efficacy, perception and attitude, gender stereotypes, and peer and media influences. We believe that New Zealand context in terms of how it influences female study and career pathway to engineering has not been well studied and documented to date. The objective of this research is to identify the main factors and cultural issues that contribute to low female participation in engineering studies in New Zealand. We carried out individual and focus group interviews on both domestic and international female students at Wintec enrolled in the Diploma, Bachelor of Engineering Technology and Graduate Diploma programmes in Civil Engineering. The interviews helped us to understand our students’ perspectives around the factors that influenced their study decisions. We used the collected data to identify patterns and generate themes. n the New Zealand context, we found, barriers to selection of engineering pathway for females include the school system; lack of career and subject choice guidance available to students at school, lack of promotion of the profession, and society’s perception of engineers as being masculine - “a tradie working in a workshop”. For our international students’ participants, it appears that the school system in their country directed them (regardless of gender) to maths and engineering study pathways if they showed talent in these areas and engineering is a highly regarded profession.

Download Full-text

The Ball Game Is for the Boys: The Visual Framing of Female Athletes on National Sports Networks’ Instagram Accounts

Communication & Sport ◽

10.1177/2167479519836731 ◽

2019 ◽

Vol 8 (6) ◽

pp. 738-756 ◽

Cited By ~ 5

Author(s):

Miles Romney ◽

Rich G. Johnson

Keyword(s):

Gender Stereotypes ◽

Media Coverage ◽

Female Athletes ◽

Culturally Appropriate ◽

Sports Journalism ◽

Female Participation ◽

Ball Game ◽

Sports Media ◽

Men's Athletics ◽

Visual Framing

Despite the growth of female participation in sports, media coverage of female athletics remains stagnant. Scholarship regarding the treatment of female athletes in magazines, newspapers, and news and highlight programming has shown that sports journalism organizations demonstrate ambivalence with minimal coverage that reinforces gender stereotypes. This study examined 1,587 Instagram images from the primary accounts of the four major American sports networks. The resulting data indicate that women’s athletic coverage lags significantly behind men’s athletics. Females are more likely to appear alongside a male and are more likely be shown in culturally “appropriate” sports and in nonathletic roles.

Download Full-text

Quota Women Are Threatening to Men

Swiss Journal of Psychology ◽

10.1024/1421-0185/a000195 ◽

2017 ◽

Vol 76 (3) ◽

pp. 107-116 ◽

Cited By ~ 4

Author(s):

Klea Faniko ◽

Till Burckhardt ◽

Oriane Sarrasin ◽

Fabio Lorenzi-Cioldi ◽

Siri Øyslebø Sørensen ◽

...

Keyword(s):

Decision Making ◽

Organizational Performance ◽

Gender Stereotypes ◽

Perceived Threat ◽

Preferential Treatment ◽

Public Sector Employees ◽

Different Types ◽

Low Levels ◽

Women In Decision Making ◽

The Impact

Abstract. Two studies carried out among Albanian public-sector employees examined the impact of different types of affirmative action policies (AAPs) on (counter)stereotypical perceptions of women in decision-making positions. Study 1 (N = 178) revealed that participants – especially women – perceived women in decision-making positions as more masculine (i.e., agentic) than feminine (i.e., communal). Study 2 (N = 239) showed that different types of AA had different effects on the attribution of gender stereotypes to AAP beneficiaries: Women benefiting from a quota policy were perceived as being more communal than agentic, while those benefiting from weak preferential treatment were perceived as being more agentic than communal. Furthermore, we examined how the belief that AAPs threaten men’s access to decision-making positions influenced the attribution of these traits to AAP beneficiaries. The results showed that men who reported high levels of perceived threat, as compared to men who reported low levels of perceived threat, attributed more communal than agentic traits to the beneficiaries of quotas. These findings suggest that AAPs may have created a backlash against its beneficiaries by emphasizing gender-stereotypical or counterstereotypical traits. Thus, the framing of AAPs, for instance, as a matter of enhancing organizational performance, in the process of policy making and implementation, may be a crucial tool to countering potential backlash.

Download Full-text

Yes I Can!

Social Psychology ◽

10.1027/1864-9335/a000229 ◽

2015 ◽

Vol 46 (2) ◽

pp. 76-92 ◽

Cited By ~ 15

Author(s):

Dries Vervecken ◽

Bettina Hannover

Keyword(s):

Middle Childhood ◽

Gender Stereotypes ◽

Self Efficacy ◽

Vocational Interests ◽

Primary School Students ◽

School Students ◽

Employment Goals ◽

Linguistic Intervention ◽

Male Occupations ◽

Linguistic Backgrounds

Many countries face the problem of skill shortage in traditionally male occupations. Individuals’ development of vocational interests and employment goals starts as early as in middle childhood and is strongly influenced by perceptions of job accessibility (status and difficulty) and self-efficacy beliefs. In this study, we tested a linguistic intervention to strengthen children’s self-efficacy toward stereotypically male occupations. Two classroom experiments with 591 primary school students from two different linguistic backgrounds (Dutch or German) showed that the presentation of occupational titles in pair forms (e.g., Ingenieurinnen und Ingenieure, female and male engineers), rather than in generic masculine forms (Ingenieure, plural for engineers), boosted children’s self-efficacy with regard to traditionally male occupations, with the effect fully being mediated by perceptions that the jobs are not as difficult as gender stereotypes suggest. The discussion focuses on linguistic interventions as a means to increase children’s self-efficacy toward traditionally male occupations.

Download Full-text

Macho Nachos

Social Psychology ◽

10.1027/1864-9335/a000226 ◽

2015 ◽

Vol 46 (4) ◽

pp. 182-196 ◽

Cited By ~ 12

Author(s):

Luke (Lei) Zhu ◽

Victoria L. Brescoll ◽

George E. Newman ◽

Eric Luis Uhlmann

Keyword(s):

Gender Stereotypes ◽

Food Packaging ◽

Food Preferences ◽

Healthy Food ◽

Psychological Reactance ◽

Unhealthy Food ◽

Healthy Foods ◽

Gender Schema ◽

Male And Female ◽

Schema Congruity

Abstract. The present studies examine how culturally held stereotypes about gender (that women eat more healthfully than men) implicitly influence food preferences. In Study 1, priming masculinity led both male and female participants to prefer unhealthy foods, while priming femininity led both male and female participants to prefer healthy foods. Study 2 extended these effects to gendered food packaging. When the packaging and healthiness of the food were gender schema congruent (i.e., feminine packaging for a healthy food, masculine packaging for an unhealthy food) both male and female participants rated the product as more attractive, said that they would be more likely to purchase it, and even rated it as tasting better compared to when the product was stereotype incongruent. In Study 3, packaging that explicitly appealed to gender stereotypes (“The muffin for real men”) reversed the schema congruity effect, but only among participants who scored high in psychological reactance.

Download Full-text

Smart Girls, Dumb Boys!?

Social Psychology ◽

10.1027/1864-9335/a000167 ◽

2014 ◽

Vol 45 (2) ◽

pp. 112-126 ◽

Cited By ~ 14

Author(s):

Martin Latsch ◽

Bettina Hannover

Keyword(s):

Secondary School ◽

Stereotype Threat ◽

Gender Stereotypes ◽

Secondary School Students ◽

Learning Goals ◽

School Students ◽

Compensatory Strategies ◽

Media Portrayal ◽

Stereotype Lift ◽

The Media

We investigated effects of the media’s portrayal of boys as “scholastic failures” on secondary school students. The negative portrayal induced stereotype threat (boys underperformed in reading), stereotype reactance (boys displayed stronger learning goals towards mathematics but not reading), and stereotype lift (girls performed better in reading but not in mathematics). Apparently, boys were motivated to disconfirm their group’s negative depiction, however, while they could successfully apply compensatory strategies when describing their learning goals, this motivation did not enable them to perform better. Overall the media portrayal thus contributes to the maintenance of gender stereotypes, by impairing boys’ and strengthening girls’ performance in female connoted domains and by prompting boys to align their learning goals to the gender connotation of the domain.

Download Full-text