scholarly journals Differing Intentions and Behaviours about the HPV Vaccine among Midwestern Undergraduate Men and Women

2016 ◽  
Vol 07 (02) ◽  
Author(s):  
Theresa Hunter ◽  
Melissa Weinstein
Keyword(s):  
Hpv Vaccine ◽  
Men And Women ◽  
Undergraduate Men

scholarly journals Help-Seeking Among Undergraduate Men and Women in Engineering

2015 ◽  
Author(s):  
Joanna Wolfe ◽  
Jaime Fawcett ◽  
Beth Powell
Keyword(s):  
Help Seeking ◽  
Men And Women ◽  
Women In Engineering ◽  
Undergraduate Men

scholarly journals Trust your Abilities More than the Stereotype: Effect of Gender-stereotype Threat and Task Difficulty on Word Production, Clustering, and Switching in Letter Fluency

2020 ◽  
Vol 28 (4) ◽  
Author(s):  
Sri Wulandari Wulandari ◽  
Donny Hendrawan
Keyword(s):  
Stereotype Threat ◽  
Cognitive Processes ◽  
Educational Level ◽  
Task Difficulty ◽  
Gender Stereotype ◽  
Cognitive Tasks ◽  
Actual Performance ◽  
Men And Women ◽  
Undergraduate Men ◽  
And Task

Gender-stereotype threat consistently accounts for underperformance phenomena experienced by women on male-stereotyped cognitive tasks. However, only a few studies have examined how the threat is affecting performance on female-stereotyped cognitive tasks, such as letter fluency. The present study examined whether variations in the cues to activate stereotype threat and the level of task difficulty would affect the letter fluency performance of undergraduate men and women (<em>n</em> = 168) and the underlying cognitive processes of this performance (i.e., switching, clustering). The results indicated participants held beliefs about women&rsquo;s superiority in this task. However, threat-activation cues did not affect production of correct words, errors, clustering, or switching in men and women. Task difficulty affected the number of correct words, yet it did not interact with the stereotype threat-activation cues. Finally, participants&rsquo; actual performance was related to their self-rating perception about their ability instead of the stereotyping they perceived. The effect of self-efficacy, educational level, and individuals&rsquo; susceptibilities should be taken into account when studying the effects of stereotype threat.

scholarly journals “I don’t want to grow up, I’m a [Gen X, Y, Me] kid”

2016 ◽  
Vol 41 (6) ◽  
pp. 655-662 ◽  
Author(s):  
April Smith ◽  
Lindsay P. Bodell ◽  
Jill Holm-Denoma ◽  
Thomas Joiner ◽  
Kathryn Gordon ◽  
...  
Keyword(s):  
Emerging Adults ◽  
Time Lag ◽  
The United States ◽  
Time Frame ◽  
Rate Of Change ◽  
Time Study ◽  
Contributing Factors ◽  
Men And Women ◽  
Maturity Fears ◽  
Undergraduate Men

The current studies examined the hypothesis that maturity fears are increasing among undergraduate men and women from the United States over time. Study 1 used a time-lag method to assess generational effects of maturity fears among a large sample ( n = 3291) of undergraduate men and women assessed in 1982, 1992, 2002, and 2012. Results revealed that both men and women reported significantly higher rates of maturity fears across time. Study 2 replicated these findings, and used a more restricted time frame to more closely examine the rate of change. Undergraduate women ( n = 673) were assessed in 2001, 2003, 2009, and 2012. Maturity fears were again found to increase from 2001 to 2012. Recent cohorts of emerging adults seem more reluctant to mature than previous cohorts. Many contributing factors may be at play, including challenging economic times, social pressures to remain youthful, and/or internal fears of assuming increased responsibility.

Bulimic symptoms in undergraduate men and women: Contributions of mindfulness and thought suppression

2009 ◽  
Vol 10 (4) ◽  
pp. 228-231 ◽  
Author(s):  
Jason M. Lavender ◽  
Bianca F. Jardin ◽  
Drew A. Anderson
Keyword(s):  
Thought Suppression ◽  
Men And Women ◽  
Bulimic Symptoms ◽  
Undergraduate Men

scholarly journals The Effect of Gender on Attributions for Women’s Anxiety and Doubt in a Science Narrative

2018 ◽  
Vol 42 (2) ◽  
pp. 178-191 ◽  
Author(s):  
Gili Freedman ◽  
Melanie C. Green ◽  
Mary Flanagan ◽  
Kaitlin Fitzgerald ◽  
Geoff Kaufman
Keyword(s):  
Stereotype Threat ◽  
Environmental Science ◽  
Meta Analysis ◽  
Real Life ◽  
Women In Science ◽  
Women In Stem ◽  
Related Factors ◽  
Men And Women ◽  
Experiences Of Women ◽  
Undergraduate Men

Although the effect of biases and stereotype threat on women in science, technology, engineering, and math (STEM) fields is well documented, less is known about how men and women attribute an undergraduate woman’s anxieties in a STEM class. We examined how undergraduate men and women perceive a woman facing emotional struggles in a physics class (Study 1, N = 309; Study 2, N = 271) and having her contributions ignored in an environmental science class (Study 3, N = 344) in three studies and an internal meta-analysis. Across the studies and meta-analysis, we found gender differences in reactions to the stories. Men were less likely than women to attribute the student’s anxiety to bias-related factors, such as awareness of stereotypes or instructor treatment, and more likely than women to attribute the anxiety to the student’s lack of preparation. Women were more likely to view the narratives as reflecting real-life experiences of women in STEM. The results indicate a lack of awareness, on the part of undergraduate men, of the difficulties faced by women in STEM classes. Based on the current findings, educators and researchers should consider the role that gender plays in how women’s emotional responses in STEM contexts are interpreted. Additional online materials for this article are available on PWQ’s website at http://journals.sagepub.com/doi/suppl/10.1177/0361684318754528

Sexual Stereotypes and Perceptions of Competence and Qualifications

1997 ◽  
Vol 80 (2) ◽  
pp. 419-428 ◽  
Author(s):  
Jo Ann Lee ◽  
Dawn M. Castella ◽  
Millard McCluney
Keyword(s):  
Sexual Stereotypes ◽  
Application Form ◽  
Men And Women ◽  
Undergraduate Women ◽  
Undergraduate Men

This study investigated differences between men and women in their use of sexual stereotypes when evaluating recent hirees. Participants (33 Euro-American undergraduate women and 45 Euro-American undergraduate men) read a job announcement for Personnel Analyst and a completed employment application form (with a picture of the applicant attached). They then completed a questionnaire, indicating their perceptions of the applicant's competence, qualifications, and status on other job-related characteristics. The information on the application form was the same except for the race and sex of the hiree. Three of the five expected interactions were statistically significant. It appears that men may underestimate the qualifications of women and rate them lower than men on other job-related characteristics.

“ALLY MCBEAL VS. ARNOLD SCHWARZENEGGER”: COMPARING MASS MEDIA, INTERPERSONAL FEEDBACK AND GENDER AS PREDICTORS OF SATISFACTION WITH BODY THINNESS AND MUSCULARITY

2001 ◽  
Vol 29 (7) ◽  
pp. 711-723 ◽  
Author(s):  
Lesa Rae Vartanian ◽  
Carrie L. Giant ◽  
Rhonda M. Passino
Keyword(s):  
Mass Media ◽  
Body Dissatisfaction ◽  
Body Satisfaction ◽  
Additional Research ◽  
Men And Women ◽  
Interpersonal Feedback ◽  
And Gender ◽  
Undergraduate Men

Susceptibility to appearance-related mass media, interpersonal feedback, and instrumentality were compared as predictors of body satisfaction and shape concerns regarding thinness and muscularity in a sample of 287 undergraduate men and women. Results indicate that both genders experience body dissatisfaction, but along different shape dimensions; susceptibility to appearance-related mass media and negative appearance-related feedback appear to operate in similar ways to affect men's and women's overall body satisfaction. Directions for additional research are discussed.

The Multidimensional Perfectionism Scale: Correlations with Depression in College Students with Learning Disabilities

1995 ◽  
Vol 77 (2) ◽  
pp. 483-490 ◽  
Author(s):  
C. Douglas Saddler ◽  
Robert L. Buckland
Keyword(s):  
College Students ◽  
Learning Disabilities ◽  
Learning Disabled ◽  
Anxiety And Depression ◽  
Students With Learning Disabilities ◽  
Disabled Students ◽  
Men And Women ◽  
The Social ◽  
Behavioral Constructs ◽  
Undergraduate Men

Interpretations of depression in children and adolescents with learning disabilities have tended to be neuropsychological or motivational. Some research has related various cognitive-behavioral constructs with depression and other problematic outcomes for this population. Research with nonlearning-disabled college students has provided correlations for scores on the Self-oriented and the two social scales of the Multidimensional Perfectionism Scale with those on depression. No such work has been done with college students having learning disabilities. Measures for multidimensional perfectionism, anxiety, and depression were administered to 110 learning-disabled undergraduate men and women. Analysis showed that scores on only one of the social scales of perfectionism were positively correlated with depression scores, and this relation was weaker than previously found for nonlearning-disabled students. Findings are discussed in terms of previous research and a motivational interpretation of depression in learning-disabled college students.

Sign in / Sign up

Export Citation Format

Share Document