Socialization, Life Situations, and Gender-Role Attitudes regarding the Family among White American Women

1995 ◽  
Vol 38 (2) ◽  
pp. 241-260 ◽  
Author(s):  
Tim Futing Liao ◽  
Yang Cai
Keyword(s):  
Educational Attainment ◽  
Gender Role ◽  
White Women ◽  
General Social Survey ◽  
Gender Role Attitudes ◽  
The United States ◽  
White American ◽  
Theoretical Perspectives ◽  
And Gender ◽  
White American Women

There are two major theoretical perspectives explaining differences in gender-role attitudes: the socialization or social-learning theory, and situational theory in the form of macrosituational and microsituational (microstructural) hypotheses. In this article, we synthesize the two theories. We use data from the 1985 General Social Survey to evaluate this synthetic theory for white women in the United States. The findings show that socialization, represented by women's educational attainment being influenced by their mothers' educational attainment, has no direct impact on gender-role attitudes. Socialization does indirectly influence attitudes via women's life situations, as represented by women's life course stages and the kin composition of their social networks. Life situations are more contemporaneous than socialization and, thus, have direct effects on family-related gender-role attitudes.

scholarly journals Are Men Who Pay for Sex Sexist? Masculinity and Client Attitudes Toward Gender Role Equality in Different Prostitution Markets

2020 ◽  
pp. 1097184X2090156
Author(s):  
Barbara G. Brents ◽  
Takashi Yamashita ◽  
Andrew L. Spivak ◽  
Olesya Venger ◽  
Christina Parreira ◽  
...  
Keyword(s):  
Gender Role ◽  
Online Survey ◽  
General Social Survey ◽  
Gender Role Attitudes ◽  
Male Population ◽  
Services Research ◽  
Social Survey ◽  
Male Client ◽  
And Gender ◽  
Sexual Services

Prostitution clients’ attitudes toward gender equality are important indicators of how masculinity relates to the demand for commercial sexual services. Research on male client misogyny has been inconclusive, and few studies compare men in different markets. Using an online survey of 519 clients of sexual services, we examine whether male client attitudes toward gender role equality are related to the main methods customers used to access prostitution services (i.e., through print or online media vs. in-person contact). We found no differences among men in these markets in attitudes toward gender role equality in the workplace and home. This is in a context where all clients had more egalitarian attitudes toward women’s roles than the U.S. male population in the General Social Survey (GSS). However, clients in in-person markets were less supportive of affirmative action than in online markets in a context where all clients were less supportive compared to the national average. These findings point to need to rethink how masculinity and gender role attitudes affect patterns of male demand for paid sex.

Career plans and gender-role attitudes of college students in the United States, Japan, and Slovenia

Sex Roles ◽  
1993 ◽  
Vol 29 (5-6) ◽  
pp. 317-334 ◽  
Author(s):  
Yasuko Morinaga ◽  
Irene Hanson Frieze ◽  
Anuska Ferligoj
Keyword(s):  
United States ◽  
College Students ◽  
Gender Role ◽  
Gender Role Attitudes ◽  
The United States ◽  
Career Plans ◽  
And Gender

Race, Gender, and Perceived Employment Discrimination

2021 ◽  
Vol 52 (5) ◽  
pp. 509-527
Author(s):  
Philip Q. Yang
Keyword(s):  
Black Women ◽  
White Women ◽  
Social Inequalities ◽  
Employment Discrimination ◽  
General Social Survey ◽  
Self Report ◽  
Independent Effect ◽  
Race And Gender ◽  
Job Discrimination ◽  
And Gender

This study investigates the effects of race and gender on perceived employment discrimination using the 2016 General Social Survey that provides new data on perceived employment discrimination that aligns more closely with the legal definition of employment discrimination. It is found that 19% of the American adults self-reported the experience of employment discrimination in job application, pay increase, or promotion in the past 5 years. The results of logistic regression analysis show that either controlling or not controlling for other factors, Blacks were much more likely to perceive being discriminated in employment than Whites, but other races were not significantly different from Whites in perceived employment discrimination after holding other variables constant. While gender did not have a significant independent effect on perceived job discrimination, it did interact with race to influence perceived job discrimination. Regardless of race, women were somewhat less likely than men to perceive job discrimination, but Black women were significantly even less likely than White women to self-report job discrimination, and Black men were much more likely to self-report employment discrimination than White men. These findings have implications for combating employment discrimination and addressing social inequalities.

Sometimes Leaving Means Staying: Race and White Teachers’ Emotional Investments

2019 ◽  
Vol 121 (13) ◽  
pp. 1-22
Author(s):  
Zeus Leonardo ◽  
Blanca Gamez-Djokic
Keyword(s):  
Teaching And Learning ◽  
White Women ◽  
The United States ◽  
Race And Gender ◽  
Modern Education ◽  
Critical Knowledge ◽  
Educational Spaces ◽  
Critical Understanding ◽  
And Gender ◽  
The Relationship

Emotional praxis is not a phrase usually associated with teaching and teacher education. Yet when race enters educational spaces, emotions frequently run high. In particular, Whites are often ill-equipped to handle emotions about race, either becoming debilitated by them or consistently evading them. Without critically understanding the relationship between race and emotions—or, simply, racialized emotions—teachers are unprepared to teach one of the most important topics in modern education. This chapter addresses this gap in education and teacher training by surveying the philosophical, sociological, and burgeoning literature on emotion in education to arrive at critical knowledge about the function and constitutive role it plays in discourses on race. Specifically, the argument delves into white racial emotions in light of the known fact that most teachers in the United States are White women. This means that our critical understanding of emotion during the teaching and learning interaction entails appreciation of both its racialized and gendered dimensions, and attention to both race and gender becomes part of emotional praxis. Finally, the essay ends with a proposal for an intersubjective race theory of emotion in education.

scholarly journals Maternal employment and gender role attitudes: dissonance among British men and women in the transition to parenthood

2012 ◽  
Vol 26 (3) ◽  
pp. 514-530 ◽  
Author(s):  
Pia Schober ◽  
Jacqueline Scott
Keyword(s):  
Gender Role ◽  
Attitude Change ◽  
Maternal Employment ◽  
Structural Equation ◽  
Transition To Parenthood ◽  
Structural Equation Models ◽  
Gender Role Attitudes ◽  
Labour Market Participation ◽  
And Gender ◽  
Economic Constraints

This study examines how changes in gender role attitudes of couples after childbirth relate to women’s paid work and the type of childcare used. Identifying attitude-practice dissonances matters because how they get resolved influences mothers’ future employment. Previous research examined changes in women’s attitudes and employment, or spouses’ adaptations to each others’ attitudes. This is extended by considering how women and men in couples simultaneously adapt to parenthood in terms of attitude and behavioural changes and by exploring indirect effects of economic constraints. Structural equation models and regression analysis based on the British Household Panel Survey (1991-2007) are applied. The results suggest that less traditional attitudes among women and men are more likely in couples where women’s postnatal labour market participation and the use of formal childcare contradict their traditional prenatal attitudes. Women’s prenatal earnings have an indirect effect on attitude change of both partners through incentives for maternal employment.

scholarly journals THE RELATIONSHIP BETWEEN GENDER ROLE ATTITUDES AND EPISTEMOLOGICAL BELIEFS OF UNIVERSITY STUDENTS

2021 ◽  
Vol 8 (4) ◽  
Author(s):  
Alper Çuhadaroğlu
Keyword(s):  
Gender Roles ◽  
University Students ◽  
Gender Role ◽  
Epistemological Beliefs ◽  
Qualitative Data ◽  
Gender Role Attitudes ◽  
Study Group ◽  
And Gender ◽  
The Individual ◽  
The Relationship

In this study, the relationships between university students and their perceptions of gender roles and epistemological beliefs were investigated. Gender roles are a phenomenon that are determined by culture, and begin to emerge at an early age, which may include some stereotypical behaviors along with a number of attitudes, duties and obligations that the individual is expected to perform as a woman or a man. Epistemological belief is seen as an individual feature of how knowing and learning take place. In this study, a mixed method was used. The quantitative study group consists of 517 students from both universities, while the qualitative study group consists of 85 people. Gender Role Attitudes Scale and Epistemological Beliefs Scale were used to collect quantitative data. In order to obtain qualitative data, participants were given a form consisting of open-ended questions. According to the analyses, it was determined that there was a significant relationship between the participants' epistemological beliefs and gender roles attitudes and, epistemological beliefs were a significant predictor of gender roles attitudes. The results obtained are discussed in line with the existing literature. <p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0798/a.php" alt="Hit counter" /></p>

Introduction

2021 ◽  
pp. 1-28
Author(s):  
Christian Dyogi Phillips
Keyword(s):  
Asian American ◽  
White Women ◽  
The United States ◽  
Racial Groups ◽  
Asian American Women ◽  
Political Ambition ◽  
Race And Gender ◽  
Candidate Emergence ◽  
And Gender

Chapter 1 begins by presenting an overview of the vicissitudes of descriptive representation in state legislatures for women and men from the four largest racial groups in the United States, from 1996 to 2015. The chapter then previews the book’s main finding: factors related to representation and candidate emergence, such as the relationship between district populations and descriptive representatives or political ambition, are shaped by race and gender simultaneously. To account for the persistence of underrepresentation among women and minorities, Chapter 1 then advances the intersectional model of electoral opportunity. The model accounts for external and internal, multilevel pressures that constrain and facilitate the realistic candidacy opportunities for white women, white men, men of color, and women of color. The chapter closes by discussing the necessity of studying Asian American women and men, and Latinas and Latinos, in order to better understand representation in a nation shaped by immigration and immigrant communities.

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