Socio-Psychological Criteria of the Formation of Gender Stereotypes of Appearance

2021 ◽  
Vol 9 (6) ◽  
pp. 651-666
Author(s):  
Oksana M. Shyian ◽  
Larysa F. Foster ◽  
Tatiana M. Kuzmenko ◽  
Larysa V. Yeremenko ◽  
Nina P. Liesnichenko
Keyword(s):  
Gender Differences ◽  
Gender Stereotypes ◽  
Psychological Factors ◽  
Well Being ◽  
Self Esteem ◽  
Self Concept ◽  
Aesthetic Perception ◽  
Social Evaluation ◽  
And Gender ◽  
The Aesthetic

The article considers the socio-psychological criteria for the formation of gender stereotypes of appearance. The priority of the study is implementing a system of criteria for gender stereotypes of appearance, taking into account the system of socio-psychological factors and gender-oriented forms of prevention of overcoming sexism and discrimination on the grounds of personality attractiveness. It is substantiated that social evaluation through physical criteria creates several psychological problems because the "physical self" is an essential component of the "self-concept" and one of the criteria of self-esteem. It is proved that the properties of gender stereotypes coincide with the social ones. They are the bearer of emotional and evaluative characteristics, taking into account the group of values associated with the ambivalence of ideas about another. A methodical approach to the assessment of gender stereotypes of appearance and personality is proposed, which allows determining the criteria of human well-being, taking into account discrimination factors, intrapersonal parameters of affective-negative perception of one's appearance and self-concept, as well as the aesthetic perception of identity. An assessment of socio-psychological factors of gender stereotypes of appearance, which is based on the methodological provisions of psychoanalysis and humanism, cognitive paradigm, dispositional theory, cross-cultural approach, and some sociological studies, is carried out. As an experiment on empirical verification of the stereotypes of appearance, their gender differences, and socio-psychological factors, a set of methods of psychological diagnosis is used, which allow determining indicators of stereotypes of appearance, self-esteem, and attitude to beauty; socio-psychological criteria for the formation of gender stereotypes of appearance. A methodology for assessing the criteria for improving the attitude of respondents to their own appearance by determining the level of self-esteem, satisfaction with appearance, awareness of gender differences in appearance, and the desire to improve their own appearance in case of discrimination has been developed and implemented.

CULTURE AND GENDER DIFFERENCES IN THE SELF-ESTEEM OF COLLEGE STUDENTS: A FOUR-COUNTRY COMPARISON

1996 ◽  
Vol 24 (4) ◽  
pp. 321-327 ◽  
Author(s):  
David Watkins ◽  
Adebowale Akande ◽  
Christopher Cheng ◽  
Murari Regmi
Keyword(s):  
Gender Differences ◽  
Secondary School ◽  
Secondary School Students ◽  
Self Esteem ◽  
Self Concept ◽  
School Students ◽  
Country Comparison ◽  
Undergraduate University Students ◽  
Second Year ◽  
And Gender

The responses of 268 Hong Kong and 399 Nigerian first- or second-year social science undergraduate university students to the Personal and Academic Self-Concept Inventory (PASCI; Fleming & Whalen, 1990) were compared to previously reported findings with similar groups of American and Nepalese students. Country × Gender analyses indicated clear, statistically significant mnain and interaction effects which varied according to the area of self-esteem under investigation. Support was found for the tendency found in research with secondary school students for subjects from non-Western cultures to report higher academic but lower nonacademic self-esteem than their Western peers. However, the gender differences did not generalize across cultures.

scholarly journals EVERYDAY ACTIVITIES AND DEPRESSIVE SYMPTOMS: DOES GENDER MATTER?

2019 ◽  
Vol 3 (Supplement_1) ◽  
pp. S931-S931
Author(s):  
Celeste Beaulieu ◽  
Jeffrey E Stokes
Keyword(s):  
Mental Health ◽  
Gender Differences ◽  
Depressive Symptoms ◽  
Social Engagement ◽  
Later Life ◽  
Well Being ◽  
Self Esteem ◽  
Self Concept ◽  
Everyday Activities ◽  
Retirement Study

Abstract Previous research has suggested that informal socializing can be beneficial for mental health, whereas prior findings concerning solitary activities and mental health have been equivocal. Activity theory posits that involvement in activities – particularly social activities – can improve adults’ self-concept and self-esteem, leading to improved well-being. Solitary activities may perform the same function, though without any social reinforcement. However, social engagement and mental health may both vary by gender. Thus, we examined associations of informal socializing and solitary activities with depressive symptoms among 13,387 respondents of the 2012/2014 waves of the Health and Retirement Study, and further assessed potential gender differences. Results revealed that both informal socializing and solitary activities were significantly associated with lower depressive symptoms when analyzed separately. However, when both types of activities were modeled simultaneously, only informal socializing remained significant. Further, stratified analyses revealed that informal socializing was a significant predictor of depressive symptoms among women but not men, although these coefficients were not significantly different from each other. Overall, findings suggest that both informal socializing and solitary activities may be beneficial for mental health, yet results were clearly stronger for informal socializing. Socializing may benefit mental health not only by bolstering one’s self-concept, but also by linking adults with social ties and support networks that are instrumental for well-being in mid- and later life. Moreover, gender differences in effects were minimal and largely non-significant, indicating that activity involvement can bolster mental health for men and women alike.

Gender stereotypes: persistence and challenges

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Gladys Merma-Molina ◽  
María Alejandra Ávalos-Ramos ◽  
María Ángeles Martínez Ruiz
Keyword(s):  
Body Image ◽  
Gender Roles ◽  
Gender Equality ◽  
Gender Stereotypes ◽  
Self Esteem ◽  
Self Concept ◽  
Content Type ◽  
Household Chores ◽  
Data Collection Strategy ◽  
And Gender

PurposeThe aims of this study are to identify and analyse prevalent gender roles and the persistence of sexist stereotypes among teachers in training in Spain, to determine the reasons for them and suggest solutions for eradicating sexist prejudices.Design/methodology/approachA gender role questionnaire was administered to 1260 workers from 54 different professions who were enrolled on a postgraduate training course to qualify as secondary education teachers. The instrument contained six variables for both quantitative and qualitative analysis: professional work, family (looking after children), feelings and emotions, household chores, body image and free time.FindingsHousehold chores, looking after children and gender roles linked to body image were those most indicated by both men and women. It is concluded that men participate little in bringing up children and household chores and that women continue to shoulder the responsibility. Both are concerned about their body image, but women have little self-acceptance of and satisfaction with their bodies and a stronger sense of being judged by how they look. Gender stereotypes persist, despite extensive legislation in Spain since 2004.Research limitations/implicationsThe study has limitations deriving from its choice of convenience sampling. Although it includes participants from six Spanish autonomous communities, the number from each region is not very high. Nevertheless, the sample is representative of almost all branches of knowledge (54 professions). Another limitation concerns the images used in the research instrument as a data collection strategy insofar, as they could not be obtained from a data bank specific to the research subject but instead had to be found in databases of general images. It can be inferred that a data collection strategy without any danger of bias would be to encourage each participant to design their own images, reflecting their perceptions and auto-perceptions of gender roles and stereotypes. The fact that there were no pre-existing studies using this type of research instrument in education sciences was a handicap for the investigation. Despite these methodological limitations, the results of the study may serve as a basis for implementing specific future actions originating from any area – but especially from the area of education – aimed at teaching people about equal roles in order to eliminate sexist sterotypes. This research was carried out as part of the Proyecto Diseño y Atención a las Oportunidades de Género en la Educación Superior (Project on Design and Gender Equality of Opportunities in Higher Education) funded by the Vicerrectorado de Cooperación al Desarrollo (Office for University Cooperation for Development) at the University of Alicante (Spain).Practical implicationsSpanish legislation has not been able to promote significant changes in the performance of traditional gender roles or to eliminate sexist stereotypes that perpetuate imbalances between men and women. The ideal and prevalent model of a Spanish woman is still that of a “self-sacrificing mother”, responsible for the household chores and childcare. She must combine this first job with a second profession, and, in addition, she must have a “desirable physical image”. The study puts forward various possible solutions for reducing and/or eradicating sexist attitudes with the participation of different social agents and in particular through education. The investigation could be of use when carrying out specific cross-sectional interventions on the subject of gender equality with students on postgraduate teacher training courses, for the purposes of encouraging the elimination of stereotypes and strengthening the capacity for critical judgement, positive self-concept and self-esteem.Originality/valueThe study may be useful for carrying out specific and transversal university training interventions in postgraduate teacher training on gender equality aimed at promoting the elimination of stereotypes, the strengthening of critical judgement capacity, positive self-concept and self-esteem.

scholarly journals Relaciones entre sexismo e ideología de género con autoconcepto y autoestima en personas con Lesión Medular

2017 ◽  
Vol 33 (2) ◽  
pp. 225 ◽  
Author(s):  
Manuela Torregrosa-Ruiz ◽  
María-Ángeles Molpeceres-Pastor ◽  
Jose-Manuel Tomás-Miguel
Keyword(s):  
Gender Stereotypes ◽  
Spinal Injury ◽  
Self Esteem ◽  
Self Concept ◽  
Cross Sectional ◽  
Specific Effects ◽  
Cord Injury ◽  
And Gender

The process of adapting to a physical disability is complex and multi-dimensional. It is influenced by many variables that affect adequate life adjustment and psychological wellbeing. This study addresses the specific effects of sexism and gender stereotypes on self-esteem and self-concept in persons with spinal cord injury (SCI). The research design is cross-sectional and correlational. The sample comprises 127 persons, including 95 men and 32 women, with a long-term spinal injury. The results of the MANOVAs do not demonstrate statistically significant differences based on sex for the following variables: self-esteem, self-concept, traditional sexism and neosexism. The relationships among variables suggest that negative relationships exist between neosexism and family and emotional self-concept and self-esteem among men with SCI, though not among women with SCI. The discussion emphasizes the important role of intervention programs that strengthen gender equality in order to reduce sexism.

Analysis of Self-Concept in Older Adults in Different Contexts

2004 ◽  
Vol 20 (4) ◽  
pp. 262-274 ◽  
Author(s):  
Manuel de Gracia Blanco ◽  
Josep Garre Olmo ◽  
María Marcó Arbonès ◽  
Pilar Monreal Bosch
Keyword(s):  
Older Adults ◽  
Nursing Home ◽  
Depressive Symptoms ◽  
External Validity ◽  
Aging Process ◽  
Well Being ◽  
Self Esteem ◽  
Self Concept ◽  
Self Perceptions ◽  
Discriminatory Capacity

Summary: Self-concept is a construct consisting of a group of specific self-perceptions that are hierarchically organized. Age-associated changes of self-concept are related to the individual's perception of the changes occurring throughout the aging process. The authors examined external validity and internal consistency of an instrument that has been developed to assess self-concept in older adults and examined self-concept's characteristics in two different contexts. Results confirm the multidimensionality of the scale and show a satisfactory external validity, indicating good discriminatory capacity. Findings support the hypothesis that older people who live in a nursing home have a poor self-esteem, self-concept, and psychological well-being and have a greater presence of depressive symptoms than people who live in their own home.

scholarly journals Self-Concept, Self-Esteem and Psychopathological Symptoms in Persons with Intellectual Disability

2007 ◽  
Vol 10 (1) ◽  
pp. 141-150 ◽  
Author(s):  
Maite Garaigordobil ◽  
José Ignacio Pérez
Keyword(s):  
Gender Differences ◽  
Intellectual Disability ◽  
Self Esteem ◽  
Self Concept ◽  
Assessment Instruments ◽  
Symptom Checklist ◽  
Psychopathological Symptoms

The purpose of this study is two-fold: (a) to analyze self-concept, self-esteem, and psychopathological symptoms in individuals with and without intellectual disability; and (b) to explore whether there were gender differences in these same variables in both groups. The sample is made up of 170 participants aged 19 to 40, 128 without disability and 42 with intellectual disability. The methodology is descriptive. To measure the variables, three assessment instruments were applied: the “Listado de adjetivos para la evaluación del autoconcepto en adolescentes y adultos” (LAEA; Garaigordobil, in press), the Rosenberg Self-Esteem Scale (RSE; Rosenberg, 1965), and the Revised Symptom Checklist-90 (SCL-90; Derogatis, 1983). The ANOVA showed that participants with intellectual disability scored significantly lower in self-concept and self-esteem, and higher in all the psychopathological symptoms except for somatization. The ANOVA did not reveal significant gender differences in any variables in either of the two groups.

scholarly journals Emotional experience in individual and cooperative traditional games. A gender perspective.

2017 ◽  
Vol 33 (3) ◽  
pp. 538 ◽  
Author(s):  
Pere Lavega ◽  
Unai Sáez-de-Ocáriz ◽  
Francisco Lagardera ◽  
Jaume March-Llanes ◽  
Nuria Puig
Keyword(s):  
Gender Stereotypes ◽  
Positive Emotions ◽  
Action Theory ◽  
Sex Role ◽  
Emotional Experience ◽  
Well Being ◽  
Physical Education Teachers ◽  
Motor Action ◽  
Sex Role Stereotypes ◽  
And Gender

<p>This study explored the effect of gender (GE) and group gender composition (GGEC) on men’s and women’s experiences of emotions when taking part in different games. To formulate our hypotheses we used a theoretical framework formed by the theories of Lazarus and Bisquerra on the construct of emotional competence and well-being and their relationship with gender stereotypes, Parlebas’s motor action theory and previous results of empirical research related to games, emotions and gender relations. The participants (218 university students, <em>M<sub>age</sub></em> = 20.3, <em>sd</em> = <em>2.73</em>) completed twelve sessions of individual games (IG) and cooperative games (CG). The results showed that GE and GGEC were predictors of the experience of positive emotions and that males were more likely to experience negative emotions in both games. The findings highlight gender differences and could help physical education teachers to avoid activities that reinforce the hierarchies and inequalities associated with gender and sex role stereotypes.</p>

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