scholarly journals The impact of gender awareness training on gender role attitudes of working women

2021 ◽  
Vol 21 (1) ◽  
pp. 163-175
Author(s):  
ilknur Aydın Avci ◽  
Özge ÖZ YILDIRIM ◽  
Dilek ÇELİK EREN ◽  
SENEM GURKAN
1987 ◽  
Vol 11 (3) ◽  
pp. 301-310 ◽  
Author(s):  
Mary Y. Morgan

Given the apparently growing significance of religion in American life, the general problem addressed in this paper was the relation between religious orientation and gender-related attitudes and behaviors. More specifically, this study examined variation over a range of dimensions of gender-role attitudes held by women in predominantly female and predominantly male college majors using religious devoutness and other variables as predictors. Five dimensions of gender-role attitudes were used: familial roles, extrafamilial roles, male/female stereotypes, social change, and gender-role preference. No significanct difference was found between women in the two types of majors on any dimension of gender-role attitudes, Multiple regression revealed that religious devoutness was the most important variable among all those utilized in consistently predicting all five dimensions of gender-role attitudes.


2019 ◽  
Vol 27 (2) ◽  
pp. 282-311
Author(s):  
Amy Erbe Healy

Abstract Traditional gender role attitudes are often associated with specific religious denominations. However, members of religious denominations are also impacted by other institutions in society. This research uses the European Social Survey to determine how the impact of religious denominations on traditional gender role attitudes varies across welfare regimes. Macro-level analysis examines this relationship with national-level indicators. Religious denomination impacts gender role attitudes, though not uniformly. Public expenditures on social services and working-age cash benefits are negatively related to traditional gender role attitudes, with the strongest impact on attitudes toward men’s right to paid work among Muslims and Eastern Orthodox.


2016 ◽  
Vol 49 (4) ◽  
pp. 271-285 ◽  
Author(s):  
J. Scott Carter ◽  
Shannon K. Carter ◽  
Mamadi Corra

2019 ◽  
Vol 27 (2) ◽  
pp. 86-92
Author(s):  
Dong Zhou ◽  
Langchuan Peng ◽  
Ying Dong

2017 ◽  
Vol 52 (2) ◽  
pp. 229-250
Author(s):  
Mieke Van Houtte ◽  
Wendelien Vantieghem

This study examines whether the gender difference in sense of academic futility is related to the proportion of girls attending a school. We argue that the more progressive gender role culture in schools with a higher proportion of girls might influence especially boys’ sense of futility. Multilevel analyses of data gathered in 2014 from 5,162 second-grade students in 57 secondary schools in Flanders confirm a small but significant gender difference in sense of futility. The more girls at school, the less feelings of futility boys manifest. This impact can be explained by boys’ traditional gender role attitudes. For girls, the impact of gender composition, higher feelings of futility in schools with more girls, is buffered by girls’ progressive gender role attitudes. In schools with more girls, boys display lower levels of futility than girls. Finally, this impact of gender composition can be ascribed to the students’ educational track.


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