Sex Roles
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Published By Springer-Verlag

1573-2762, 0360-0025

Sex Roles ◽  
2021 ◽  
Author(s):  
Johanna Stengård ◽  
Christin Mellner ◽  
Susanna Toivanen ◽  
Anna Nyberg

AbstractThe high level of stress among teachers is a frequently reported problem globally but less is known about how demands and resources among teachers affect depressive symptoms, and to what extent gender differences in these conditions can explain potential differences in depressive symptoms. The present study investigated gender differences in teachers’ self-reported depressive symptoms, and differences in their demands and resources in both work and home spheres. Associations between demands and resources, respectively, and depressive symptoms as well as gender differences in these associations were examined. Results from univariate and parallel growth modelling (N = 1,022), using data from six time points (2008 to 2018), found higher levels of depressive symptoms, higher emotional and quantitative work demands, and more time doing unpaid work among female teachers, whereas male teachers reported more time on leisure activities. Emotional and quantitative work demands were associated with depressive symptoms at baseline, and these associations also developed in parallel over time. Leisure time had a negative association with depressive symptoms at baseline. There were no gender differences in the strength of these associations. Findings suggest that gender differences in teachers’ depressive symptoms could be attributable to women’s greater demands in the work sphere and fewer resources in the home sphere than men as opposed to their being more vulnerable to workplace stressors.


Sex Roles ◽  
2021 ◽  
Author(s):  
Dominque Burrows ◽  
Evava S. Pietri ◽  
India R. Johnson ◽  
Leslie Ashburn-Nardo
Keyword(s):  

Sex Roles ◽  
2021 ◽  
Author(s):  
Christa L. Taylor ◽  
Zorana Ivcevic ◽  
Julia Moeller ◽  
Jochen I. Menges ◽  
Roni Reiter-Palmon ◽  
...  

Sex Roles ◽  
2021 ◽  
Author(s):  
Levke Henningsen ◽  
Lisa K. Horvath ◽  
Klaus Jonas

AbstractEvidence of female-favoring hiring preferences for assistant professorships suggests that universities can implement affirmative action programs successfully. However, research on the role of applicant gender and the actual use of affirmative action policies in hiring processes for high-level professorships remain scarce. A web-based experiment with 481 economic university members assessed whether evaluators perceived a female applicant as less qualified than a male applicant for an associate professorship position when the job advertisement highlighted the university’s commitment to affirmative action (gender-based preferential selection) but not when it solely highlighted its commitment to excellence (non-gender-based selection). Contrary to previous experimental findings that affirmative action would adversely affect female applicants, evaluators perceived the female applicant as more hirable and ranked her first for the job significantly more often than the male candidate. Furthermore, male evaluators had a stronger preference for the female candidate in the gender-based condition than in the non-gender-based condition and a stronger preference for the male candidate in the non-gender-based condition than in the gender-based condition. Overall, the results provide evidence that gender-based preferential selection policies can evoke their intended effect to bring highly qualified women to high-level professorships, especially when being evaluated by non-beneficiaries of these policies, such as men.


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