What’s in a Name? Two Approaches to Evaluating the Label Feminist

Across two studies, we employed unique approaches to investigating the meaning of the label feminist using a sample of undergraduates from a large Northeastern university in the U.S. In Study 1 (N = 60), we utilized an impression formation paradigm to investigate the meaning of the label feminist when applied to typical college student. The results revealed that feminist males were rated less favorably than nonfeminist males and feminist females were rated more favorably than nonfeminist females. In Study 2 (N = 112), we examined the context-free associations that people have with the label feminist using two implicit attitude measures. Females reported positive implicit associations with the label feminist while males expressed neutral to slightly negative implicit associations with feminists.     

Disentangling recoding processes and evaluative associations in a gender attitude implicit association test among adult males

The course of male development of implicit gender attitudes between young age (N?=?30, age 17–26 years) and old age (N?=?34, age 56–78 years) was investigated. The findings demonstrated that younger males had a stronger implicit preference for females relative to males than did older participants, shedding light on the nature of age differences in gender attitudes in regard to implicit measures. Although younger and older participants demonstrated different levels of gender bias on an implicit association test (IAT), the application of the ReAL model [Meissner, F., &; Rothermund, K. (2013). Estimating the contributions of associations and recoding in the implicit association test: The ReAL model for the IAT. Journal of Personality and Social Psychology, 104(1), 45–69.] showed that evaluative associations of both female and male were activated at equivalent levels among both the young and old age groups, but younger males were more able to recode the female gender and a positive evaluation into common categories. Thus, the differences in attitudinal responses between younger and older males exaggerated the differences in the underlying evaluative associations with respect to gender and concealed the differences in recoding processes. These findings have important implications for the measurement and interpretation of implicit gender attitudes.     

What goes well with physics? Measuring and altering the image of science

Background. In view of the shortage of students majoring in science, we examined the image of physics in terms of students' implicit, automatic associations with physics. Aims. To describe the specific image of physics that might alienate students (difficulty, masculinity, heteronomy) and test an intervention for altering the image. Samples. In Study 1 the sample consisted of 63 school students (11th grade) and in Study 2 the sample consisted of 71 undergraduates. Methods. Study 1 measured participants' implicit associations between physics (relative to English) and the image dimensions of difficulty, masculinity and heteronomy, implicit attitudes towards and identification with physics using latency data (Implicit Association Test; IAT) and explicit attitudes using a questionnaire. Study 2 was an experimental treatment that required reading a text (treatment group) that emphasized the importance of discourse and creativity for science versus a school textbook for physics (control group). Dependent variables: implicit attitudes (IAT). Results. Students in Study 1 associated physics (relative to English) more easily with words referring to difficulty (than to ease), to males (than to females), to heteronomy (than to self‐realization), to unpleasantness (relative to pleasant words) and to others (relative to words referring to self). The three image aspects of difficulty, masculinity and heteronomy predicted explicit attitudes. Participants in the treatment group in Study 2 showed a significant reduction of the IAT effects compared to the control group. Conclusions. The findings indicate that students' negative explicit attitudes towards physics coincide with negative implicit associations about physics. An intervention addressing the alteration of implicit associations proved to be fruitful. Implications for science education are discussed.     

Separating Implicit Gender Stereotypes regarding Math and Language: Implicit Ability Stereotypes are Self-serving for Boys and Men, but not for Girls and Women

We investigated implicit gender stereotypes related to math and language separately, using Go/No-go Association Tasks. Samples were grade 9 adolescents (N?=?187) and university students (N?=?189) in Germany. Research questions concerned the existence of and gender differences in implicit stereotypes. While typical explicit-stereotyping findings were replicated, implicit math-male stereotypes were found in male, but not in female participants. Females revealed strong language-female stereotypes, whereas males showed language-male counterstereotypes. Thus, females?? implicit math-gender stereotypes were the only ones that did not link own gender to the respective academic domain in a self-serving way. Further, females?? stronger stereotypes were related to lower and males?? to higher scores on constructs related to math ability, corroborating implicit stereotypes?? importance.     

Individual differences in narcissism: Inflated self-views across the lifespan and around the world

The present investigation examined associations among narcissism, age, ethnicity, world region, and gender, using a large (n=3445) sample of participants representing several different world regions and ethnicities. The results suggest that (1) reported narcissism declines in older participants, (2) consistent with previous findings, males report being more narcissistic than females, (3) that ethnic differences in reported narcissism are generally comparable to those found in the self-esteem literature, and (4) that world region appears to exert influence on narcissism, with participants from more individualistic societies reporting more narcissism. The results are discussed in terms of how age and culture might impact narcissism and how future research might address this topic.     

Mothers' and fathers' childcare involvement with young children in rural families in Malaysia

There is a paucity of data on paternal involvement in childcare in traditional Muslim families in Asia. Using cultural‐ecological models of human development that focus on the developmental niche and hegemonic perspectives on masculinity, mothers' and fathers' levels of childcare involvement with infants were examined in 50 two‐parent, low‐income, rural Malay Muslim families residing in peninsular Malaysia. The major goals were to examine gender of parent and gender of child differences in involvement in childcare activities. Mothers and fathers were interviewed separately in their homes regarding the amount of time and levels of involvement in bedtime routines, physical care of, playing with, singing to, feeding, and soothing infants. Groupwise comparisons of parental perceptions revealed a marked gender‐differentiated pattern of involvement: Mothers perceived that they were significantly more involved in bedtime routines, physical care, feeding, playing, soothing, and singing to infants than did fathers. On average fathers estimated that they spent 18% as much time cleaning infants (0.63 versus 3.50 hours), 22% as much time feeding infants (0.76 versus 3.49), and 56% as much time playing with infants (2.77 versus 4.92 hours) relative to mothers. These patterns of involvement suggest that in traditional, rural Malay Muslim families, mothers are the primary caregivers to infants, and contrary to the father as play partner hypothesis, mothers engaged in more play with infants than did fathers. Despite divergent levels of involvement, mothers and fathers were equally as inclined to be involved with their male or female infants. Findings are interpreted in terms of traditional Muslim beliefs about gendered ideologies regarding childcare roles and levels of paternal involvement in groups of fathers in rural and urban Malaysia. The limitations, due in part to gathering data from single informants and the nature of the sample, and the implications of the findings for increasing paternal involvement are noted.     

Reduction of implicit cognitive bias with cathodal tDCS to the left prefrontal cortex

Implicit associations can interfere with cognitive operations and behavioral decisions without direct intention. Enhancement of neural activity with anodal transcranial direct current stimulation (tDCS) was proposed to reduce implicit associations by means of improved cognitive control. However, a targeted reduction of distractive implicit associations by inhibitory cathodal tDCS, recently shown in spatial–numerical associations, provides an interesting alternative approach to support goal-directed behavior with transcranial brain stimulation. To test this rationale with a sham-controlled cross-over design, a standardized Implicit Association Test (IAT) was performed by 24 healthy participants parallel to 1 mA cathodal or sham tDCS to the left prefrontal cortex. In this double-classification task, insect versus flower pictures and negative versus positive words are mapped together onto two shared response keys with crossed response assignments in separate blocks. Responses were faster when insect + negative and flower + positive stimuli required the same answer (IAT effect). Most critically, the IAT effect was reduced during cathodal tDCS as compared to sham stimulation. Thus, results are consistent with the proposed stimulation rationale, with previous observations, and complementary to previous studies using different tDCS configurations.     

Parent involvement and children's externalizing behavior: Exploring longitudinal bidirectional effects across gender

The current study longitudinally examined potential bidirectional associations between parents' home-based involvement, school-based involvement, and home-school communication and their children's externalizing behavior across child gender. Using the Early Childhood-Longitudinal Study – Kindergarten Cohort of 1998–99, three sets of analyses were conducted examining home involvement (n = 16,555), school involvement (n = 12,011), and home-school communication (n = 16,555). Cross-lagged panel analyses indicated a small effect of school-based involvement in kindergarten on externalizing behavior in the first grade but no other significant effects with no differences in patterns across gender. The utilized methodology also enabled an examination of longitudinal trends in different types of parent involvement across gender, which revealed important developmental differences in average parent involvement. Ultimately, the results of this study did not indicate robust unidirectional or bidirectional effects between parent involvement and student externalizing behavior. These findings are an important step forward in understanding the family variables influencing student behavior at school.     

Youths’ attributions for power-related gender differences: nature,nurture, or God?

This study examined beliefs about power-related gender traits among 73 early adolescents in middle school (M age=12.5), 84 late adolescents in high school (M age=16.1), and 111 young adults in college (M age=20.9). Males believed that men had more dominant traits than female participants, and females thought that women had more submissive traits than male participants. Older participants perceived more gender differentiation for these traits than younger participants. Youths believed most strongly in social explanations for differences, followed by biological and religious explanations, although there were age and sex differences in responses. Findings suggest that religious and biological attributions decrease between early adolescence and adulthood for both males and females, but that social attributions increase for females only. Religious attributions were linked to traditional attitudes towards women, social attributions were linked to egalitarian attitudes, while biological attributions were linked to traditional attitudes for males only.     

Testing the Extent of the Gender Trap: College Students’ Perceptions of and Reactions to Intimate Partner Violence

Prior research has explored perceptions of intimate partner violence (IPV), and how these perceptions differ based on gender of the participant, victim, and perpetrator. In the current study, 178 undergraduate students (n?=?88 males; n?=?90 females) attending a university in the Southwestern United States read a hypothetical IPV scenario, experimentally crossed by victim gender and perpetrator gender, and completed measures exploring gender (i.e., participant gender, victim gender, and perpetrator gender) and situational perceptions on participants’ intended responses to an IPV scenario. Results indicated that perceptions of the IPV situation and responses varied by genders of the participant, victim, and perpetrator. Specifically, males were more likely than females to hold the victim responsible for the violence, and ignore the situation; females were more likely than males to encourage the victim to seek professional help and seek help from another person regarding the IPV scenario as presented in the vignette. When the victim was a male, participants viewed the situation as less serious, the victim as more responsible, and were more likely to ignore the situation, than when the victim was female. Overall, results indicated that gender factors (especially participant gender) had a stronger and more consistent influence on responses to the IPV scenario than perceptions of the situation. The findings of the current study are discussed in light of implications for future research to expand an understanding of the role of gender and perceptions influencing anticipated helping behavior for victims of IPV, which will inform intervention.     

Crossing grammar and biology for gender categorisations: investigating the gender congruency effect in generic nouns for animates

In formal gender languages, all nouns have grammatical gender, regardless of whether their referents have a biological sex. The question of whether the grammatical gender affects how the denoted entities are conceptualised is subject to ongoing debate. Here, we investigate the extent to which a gender congruency effect emerges for three categories of nouns, with a particular focus on generic nouns (or epicenes). In two experiments and two replications with native speakers of German, we used an implicit measure to test possible associations of nouns with biological sex. These experiments revealed a stable gender congruency effect for congruent animates, and a weaker effect for generic animates and non-animates. In a fifth experiment, we combined the implicit measure with an explicit measure and contrasted items that have strong versus weak associations with biological sex. The results indicate that the congruency effect is driven by item-specific associations rather than by grammatical gender.     

Men in the Office,Women in the Kitchen? Contextual Dependency of Gender Stereotype Activation in Spanish Women

In a set of two studies, we tested whether gender-stereotypical associations are automatically activated by Spanish women in a categorization task, and how this process is conditioned by the context in which the target is presented (kitchen vs. office). We hypothesized that gender stereotypes would be activated implicitly when the target (men vs. women) appeared in an office context (associated with male dominant roles), but not when they appeared in a kitchen context (traditionally associated with female roles). The studies were conducted with two samples (N?=?44; N?=?47) of female undergraduate students from the University of Granada (Spain). In both studies, a priming effect was found, indicating that a traditional, role-congruent stereotype pattern (men-competence, women-warmth) emerged when primes appeared in an office context, but not in a kitchen context. Further, negative competence traits were evaluated faster when a male prime was presented in the context of a kitchen (role-incongruent). The purpose of Study 2 was to clarify the implicit nature of this contextual contingency effect by manipulating the controllability of the priming effect (i.e., Stimulus Onset Asynchrony duration-SOA, and restricted response time). The results of Study 1 were replicated in only the short SOA condition, which implies faster and presumably less controlled processing of the stimuli. Theoretical implications for stereotyping and gender role research are discussed.     

A gender role socialization model of explicit and implicit biases in driving self-enhancement

We present a gender role socialization model of explicit and implicit biases in driving self-enhancement. The model proposes that men’s higher levels of driving self-enhancement (relative to women) results from socialization experiences, such as those that idealize driving skill and risk taking as core aspects of male identity. This socialization process produces reasoned explicit (declarative or propositional) associations, but also implicit (automatic, non-conscious) associations between masculinity and driving self-enhancement, and these two processes are theorized to operate relatively independently. Structural Equation Modeling of a large sample of young male (n = 200) and female (n = 200) drivers supported the model, and indicated that (a) gender role identification fully mediated the effect of gender on driving self-enhancement and (b) that this effect occurred simultaneously but relatively independently in both explicit or reasoned belief structures and also in implicit non-conscious associations assessed using the Implicit Association Test. The origins of gender differences in traffic safety behaviour and the implications of our model for shifting conceptions of what it means to be a “real man” with regard to driver behaviour are discussed.     

The influence of Ratee Gender on Ratings of Organizational Citizenship Behavior1

Two studies were conducted to examine discrepancies in the evaluation of men and women regarding the performance of organizational citizenship behavior (OCB). In Study 1, base‐rate differences in the perceived frequency and value of citizenship behaviors performed by males and females were investigated. A gender by job type interaction was found indicating that women were perceived to engage in OCB more frequently than were men in gender‐neutral and male‐typed jobs. No gender differences were found regarding the value associated with citizenship behaviors. In Study 2, undergraduates rated videotaped male and female instructors who exhibited different levels of OCB. Results revealed a gender by OCB interaction such that more accurate behavioral observations were made when observing males exhibiting OCB and females exhibiting no OCB than when observing males who did not exhibit OCB and females who did exhibit OCB. No gender by OCB interactions were found with regard to ratings of overall performance evaluation or reward recommendations.     

Gender and Race Representation in Casual Games

This paper examines gender and race representation in casual games through content analysis. Study 1 looks at gender and race representation in a random sample (N?=?200) of casual games retrieved from the websites of the largest five casual game distributors. Study 2 looks at the most popular games on websites of the same five multinational distributors (N?=?54) and analyzes how primary characters are portrayed in terms of appearance and personality. Females are overly represented as primary characters but chi-square analyses indicate no significant differences between sexes in terms of how they are portrayed: of note, neither males nor females are depicted in a sexual manner. These results conflict with previous studies of gender representation in game characters: this paper suggests that sampling methodology and the relatively new trend of casual games excluded this subset of games from prior research. Implications are discussed using a social cognitive framework.     

The association between gender role stereotypes,resistance training motivation,and participation

ObjectivesTest the relationships between implicit gender stereotypes and perceptions of resistance training pleasantness, resistance training motivation, and participation among men and women. Test whether gender role moderates the effect of stereotypes on resistance training participation in men and women.DesignImplicit associations between resistance training and masculinity and pleasantness were measured using an Affect Misattribution Procedure (AMP). Moderated mediation analyses were conducted to test motivation as a mediator of the relationship between implicit associations and behavior.MethodParticipants (n = 170; 46% male) completed an AMP and measures of motivation for and participation in resistance training.ResultsWomen's implicit associations between exercise and masculinity were not associated with their motivation for or participation in resistance training. The strength of men's implicit masculinity-resistance training association was negatively related to minutes of resistance training per week, mediated by lower autonomous motivation, 95%CI [−419.15 to −11.10]. The association between implicit resistance training pleasantness and behavior was mediated by autonomous motivation in women, 95%CI [2.54 to 313.55], with similar trends in men 95%CI_men [−3.00 to 320.38].ConclusionBased on these findings, implicit associations with masculinity are not associated with women's participation in exercise. However, implicitly endorsing gender-stereotypes for resistance training is associated with lower participation rates in men.     

Youth Developmental Assets and Perceived Life Satisfaction: Is There a Relationship?

This study explored associations between youth developmental assets (i.e., support by parents/other adults; accountability to adults; empowerment; school support; values regarding risk behaviors; quantity of other adult support; empathetic relationships) and adolescents’ perceptions of overall life satisfaction. Public high school students (N = 3,477) completed a self-report questionnaire. Analyses were conducted to examine relationships between developmental assets and perceived life satisfaction while controlling for socioeconomic status. Results indicated that significant (p ≤ .05) associations were established for perceived support by parents/other adults for all four race/gender groups, self and peer values regarding risk behavior for black females, quality of other adult support for black males and white females and life satisfaction for adolescents. Significant (p ≤ .05) associations were also established for perceived support by parents/other adults for White males and Black males, accountability to parents/other adults for White females, quality of other adult support for White males and Black females and for empathetic relationships for all four race/gender groups. Results suggest that perceived life satisfaction is related to youth developmental assets, although moderated by gender and race differences. Further research is necessary to identify the particular characteristics of youth and specific aspects of adolescent life satisfaction associated with youth developmental assets in order to develop gender appropriate and culturally sensitive health promotion programs.     

The Influences of Parent and Peer Attachment on Bullying

Individuals with secure attachments to parents and peers are less likely to be bullies and victims of bullying. The current study examined the interplay between gender, parent attachment, and peer attachment as factors related to roles (bullying involvement, defending a victim, and outsider) during bullying. One-hundred forty-eight adolescents (M age?=?15.68) completed surveys about parent and peer attachment and roles during bullying. Findings indicated that females were less likely than males to be involved in bullying and were more likely than males to defend a victim or be an outsider (ps?<?.05). Greater attachment security to parents and peers was associated with less involvement in bullying and greater defending of victims (ps?<?.05). Additionally, a significant three-way interaction demonstrated that greater peer attachment security predicted less bullying involvement for those with lower parent attachment security (p?<?.05), but not for those with higher parent attachment security (p?>?.05). However, this was only true for males (p?<?.01). These results indicate that having a secure attachment to peers may be a potential protective factor against bullying involvement for males with insecure attachments to parents. Future research should examine the possible mechanisms involved in the association between attachment and bullying, such as empathy, aggression, or social information processing.     

Identity as a moderator of gender differences in the emotional closeness of emerging adults' same- and cross-sex friendships

Closeness is an integral aspect of friendships, and males and females differ in their closeness experiences within these relationships. However, identity development and friendship type (e.g., same-sex versus cross-sex friendships) may moderate these gender differences. In an attempt to clarify the relationships among gender, identity, and friendship closeness, the current study examined gender and identity associations with reported emotional closeness in emerging adults' same- and cross-sex friendships. Responses from 181 college undergraduates (89 males and 92 females) indicated similar levels of emotional closeness reported for same- and cross-sex friendships. Results also indicated overall identity commitment and friendship identity commitment associations with same-sex friendship closeness. Examination of closeness reports for cross-sex friends revealed a significant association with overall identity commitment for emerging adult males. A significant association was not indicated for emerging adult females. The associations between identity and emotional closeness in same-sex friendships and male cross-sex friendships support previous studies that report differences in the role of these relationships for emerging adult males and females. Findings are discussed in terms of understanding the gender and identity differences in emerging adults' reports of friendship closeness.     

The inheritance of cognitive interest styles among twins

Through twin studies, research in behavioral genetics has demonstrated significant genetic components in many personality traits. Less research has been done on inheritance of vocational interest preferences, partially because of the lack of a wholistic conceptual model for understanding the relationships among diverse occupational interests. With the development of scales for the Strong Vocational Interest Blank (SVIB) to measure the six cognitive interest styles propounded by Holland, a parsimonious and comprehensive mapping of the occupational world was available and lent itself to the study of measuring inheritance of vocational preferences among twins. Median intraclass correlations for 409 pairs of monozygotic males, tested with the SVIB, was r = .50; for 570 pairs of monozygotic females, r = .55; for 237 pairs of dizygotic males, r = .27; and for 370 pairs of dizygotic females, r= .27.