性别角色和主观幸福感的关系模型：基于中国大学生的检验

在西方文化下,关于理想的性别角色类型主要存在三种观点：一致性模型、双性化模型、男性化模型。按照一致性模型,具有男性化特质的男性和具有女性化特质的女性是最为理想的;按照双性化模型,在男性化特质和女性化特质两个维度上得分都高的个体社会适应性最强而且心理最健康;按照男性化模型,男性化特质才是心理健康和社会适应的主要决定因素。研究运用大样本的网络数据,探讨在中国文化下,上述三个模型在中国的适用性,具体地,在性别角色类型和主观幸福感的关系上的适用性。结果发现：双性化模型得到支持,同时具有男性化特质和女性化特质的个体主观幸福感最高;男性化模型和一致性模型都没有得到支持。这表明在当代西方文化下的理想模型——男性化模型并不适用于中国,理想的性别角色模型具有文化特异性。这一结果不仅增进和丰富了人们对文化对心理和行为的影响的认识,还对我国目前青少年良好个性品质的塑造和培养以及心理健康教育的实践具有重要指导作用     

大学生一般两性交往中的性别角色差异

为探讨大学生一般两性交往中的性别角色差异,用相关量表对311名大学生进行调查。结果显示,男性化、女性化量表与一般两性交往量表得分均存在显著正相关;不同性别的性别角色类型分布有显著差异;在一般两性交往质量量表总体得分上,性别的主效应不显著。性别角色类型的主效应非常显著,其中双性化和男性化类型者的得分显著高于女性化和未分化类型者,性别和性别角色无交互作用。这表明大学生的性别角色与一般两性交往质量密切相关。     

大学生性别角色量表(CSRI)的编制

以社会刻板印象和社会赞许性为基础编制了中国大学生性别角色量表,同时使用正性和负性量表,测量了３８０名大学生。结果显示该量表有较好的信度和效度。运用此量表将大学生分为男性化、女性化、双性化、未分化四种性别角色类型,在男性中分别占２４.７％、１５.４％、３１．５％、２８．４％,在女性中分别占２２．５％、２８．０％、２５.０％、２４．５％。该研究与西方已有同类量表不同之处在于引入了负性量表,文中对其作用进行了深入的讨论。     

当代中学生性别角色发展现状调查分析

为揭示我国中学生性别角色的发展现状以及发展中的问题和特点,本研究采用最新本土化的性别角色量表(CSRI-50)对初中生、高中生进行调查,发现:各年级段的双性化、未分化、单性化(男性化与女性化)比例各约占30%,双性化替代单性化成为中学生性别角色发展的新趋势,未分化现象也极为普遍;我国青少年双性化发展较国外已提前至青春期,初三、高三升学、恋爱等重大生活事件对个体的适应和发展提出更高要求,从而催生大量双性化并大幅减少未分化,这两个个年级可能既是双性化发展又是抑制未分化的重要时期;此外,中学女生双性化发展明显优于男生。     

大学生性别角色与两性交往质量的关系

为探讨性别角色与两性交往质量的关系,用相关量表对311名大学生进行调查。结果显示,不同性别和性别角色类型者的恋爱经历均有显著差异;双性化和男性化类型者在一般两性交往质量量表上得分显著高于女性化和未分化类型者;在亲密两性交往质量得分上,女生显著高于男生,双性化类型者显著高于未分化类型者。这表明大学生的性别角色与两性交往质量密切相关,双性化个体在一般与亲密两性交往中占有一定优势。     

女大学生性别角色、性别观念与大学适应的关系

对北京市某校1082名女大学生的调查,探讨性别角色与大学适应的关系,进一步验证一致性模型、双性化模型和男性化模型哪一种理想性别模型更适合女大学生这一群体,并探讨当今中国多元性别文化背景下,对女大学生性别角色模型的影响。研究结果表明：（1）女大学生的理想性别角色模型是双性化模型;（2）平等性别观念对女大学生大学适应有促进作用,而传统性别观念和反传统性别观念对女大学生大学适应有阻碍作用;（3）性别观念对女大学生大学适应的影响,是通过男性化、女性化特质的中介作用产生影响,中介效应显著,中介效应检验进一步证明了双     

中美大学生性别角色平等态度比较研究

20世纪70年代以来,性别角色态度的跨文化研究一直是性别研究中的热点问题。霍夫斯泰德(Hofstede)认为．性别化(男性化与女性化)是文化差异的维度之一。在男性化社会里,两性的社会角色分化比较明显,承担着传统的社会与家庭角色;而在女性化社会里,两性的性别角色出现了部分整合．即男性进入了女性的世界,女性也承担了部分男性的角色。他认为美国属于一个比较男性化的社会。     

性别角色特质与学生学习成绩的相关研究

该研究采用测量与访谈方法对83名小学生、200名初中生进行了性别角色特质的分布状况以及各种性别特质个体类型与学习成绩的相关研究,其目的是想了解不同性别角色特质对学习成绩的影响.其结果是:(1)中小学男女被试中双性化特质者最多,其次为未分化特质者;(2)中小学学业优秀者中双性化特质者比例最高,学业不良者中未分化特质者比例最高;(3)小学生女性化特质与外语、语文学习成绩显著相关,数学学习成绩与男性化与女性化特质均无显著相关;初中生女性化特质与外语学习成绩显著相关,数学、语文学习成绩与男性与女性化特质均无显著相关.     

大学生性别角色形成研究——双性化与未分化个案的对比

采用刘电芝编制的中国大学生性别角色量表(CSRI-50),甄别出双性化、未分化和单性化被试。在此基础上,对双性化和未分化个案进行深度访谈,以探究影响大学生性别角色形成的主要因素。结果表明父母教养方式、父母个性特点、父母期待、亲子关系、玩伴和自我期待是性别角色的六大影响因素。其中家庭因素最为重要,在家庭因素中父母处于核心地位。通过双性化和未分化个案的比较研究,表明教养者的温柔、鼓励,民主型教养方式,良好的家庭气氛,兄弟姐妹间友好关爱,积极的自我调节有利于双性化的发展;反之,则加剧未分化的形成。     

大学生性别角色与成就动机关系的研究

<正>确看待大学生群体的成就动机及性别角色的确立对日后他们能否成为社会栋梁意义重大。本次研究采用叶仁敏译制修订的《成就动机量表》和刘电芝教授编制的《中国大学生性别角色量表》(CSRI-50)对656名大学生进行不同性别角色类型与成就动机两者间的关系的探讨,得出研究结论如下:1.未分化人群分布比例最高;人群中女生女性化比例高于男生男性化;2.男性化为主的群体成就动机水平最高;3.具有男性特质的个体在全部性别角色分组中与追求成功方面存有明显正相关,且在避免失败方面存有明显负相关     

关于性别刻板印象的初步调查

性别刻板印象是一种重要的社会刻板印象。我们在 3 80名大学生中作了性别刻板印象的初步调查 ,并考察了性别和性别角色对性别刻板印象的影响。结果发现中国大学生的性别刻板印象与传统的性别观念比较一致 ,认为男性更坚强能干 ,女性更被动顺从 ,且这一印象不因性别和性别角色而改变。但男女被试的性别刻板印象仍存在明显差异。不同性别角色被试之间的性别刻板印象也有差异。总体而言 ,性别对性别刻板印象的影响比性别角色对性别刻板印象的影响大。     

大学生性别角色调查研究

目的:探讨不同性别比例的高校大学生的性别角色分布等相关情况。方法:2007年10月份,汉市两所性别比例不同的高校分层随机抽取了大学生共计1451人,采用钱铭怡等人编制的大学性角色量表(CSRI)进行问卷调查。结果:(1)大学生性别角色存在显著的性别差异。(2)大学期间是性别角色发展的重要时期,大学生具有传统性别角色的发展趋势,其中女生的性别角色化明显而男生的性别角色发展相对平稳。(3)性别角色存在显著的专业差异。(4)性别比例不的高校其性别角色没有显著的差异。     

Sex-role attitudes: A comparison of sex-race groups

This study investigated the differences in the three dimensions of sex-role attitudes among four sex-race groups and also the ability of sex and race jointly to condition the effects of background characteristics on these attitudes. In a sample of 409 college students significant differences were found on all three dimensions of sex-role attitudes between the two sex groups, but not between the two racial groups, implying that gender is the most significant variable in eliciting differences in sex-role attitudes. Stepwise multiple regression analysis did not find a single common predictor to explain the variance in the wife role, the mother role, and the father role for the four sex-race group models. Some predictors were found in common in the four models explaining the variance in three dimensions of sex-role attitudes when the effects of sex and race were examined separately. However, the interaction of race and sex in conditioning the effect of background variables on the sex-role attitudes was quite different for each of the four sex-race subsamples.     

Differential effectiveness of two classification procedures on the Bem Sex Role Inventory

Two procedures-a simple median split and a difference/median split method-were used to classify 102 male and 129 female college students into masculine, feminine, androgynous, and undifferentiated sex role orientations on the basis of their Bern Sex Role Inventory scores. Differences in classification occurred among nearly one-third of the subjects, and as expected, the difference/median split procedure was more successful in predicting sex-role ideology. Using this procedure, masculine-typed females were found to be most profeminist in their attitudes, while low masculinity females were most conservative. No significant differences were obtained for the male groups using either procedure. Future research with the BSRI and related sex-role measures should employ similar comparisons to determine the relative validity of the two procedures.     

Sex-role attitudes,identities, and political ideology

This study examines whether sex-role identities and attitudes toward sex roles are part of a more general liberal—conservative dimension of political ideology. Survey data are analyzed from two independent random samples of Indiana University students in 1974–1975. Sex-role attitudes are measured by two scales, dealing with evaluations of the traditional sex-based division of labor and levels of sex-stereotyping of various tasks. The Bem Sex Role Inventory is used to measure respondents' sex-role identities. Those who score more liberal or flexible on each measure of sex-role attitudes are also very likely to hold liberal political attitudes. These correlations are strong and consistent enough to indicate that sex-role attitudes fit into a more general liberal—conservative ideology, at least among college students. Correlations between sex-role identities and political attitudes are much weaker. Among men, liberal political attitudes are associated with a more flexible (androgynous) sex-role identity; among women, in contrast, liberal political attitudes are related more consistently to a more traditionally masculine sex-role identity.We gratefully acknowledge the assistance of the Indiana University Women's Studies Program, Michael A. Maggiotto, Christine Williams, and especially Barbara Allen for her insightful comments and capable data analysis.     

Sex,Sex Roles,and Emotional Expressiveness

Differences in emotional expressiveness between males and females have generally been attributed to sex-role socialization, but most studies have not included measures of sex-role orientation. We hypothesized that sex role would be a more salient factor than sex and that androgynous and feminine persons would be more expressive than masculine and undifferentiated individuals. Data were gathered from 230 college students using Bem's (1975) Sex-Role Inventory and Balswick's (1975) Expression of Emotion Scale. Both hypotheses were supported.     

Sex-role attitudes,curriculum choice,and career ambition: A comparison between women in typical and atypical college majors

This study of college women examines the relationship among sex-role attitudes, curriculum choice, and levels of educational and occupational aspirations and expectations. Data for analysis are from a 1977 survey of college students enrolled in home economics and agricultural curriculums in all southern land grant colleges and universities. Results show that sex-role ideology is only weakly associated with curriculum choice but is related to career ambitions for women in sex-typical and sex-atypical areas of study.