Images of Women in General Interest and Fashion Magazine Advertisements from 1955 to 2002

This study was designed to examine the portrayal of women in advertisements in a general interest magazine (i.e., Time) and a women's fashion magazine (i.e., Vogue) over the last 50 years. The coding scheme used for this analysis was based on the one developed by sociologist Erving Goffman in the 1970s, which focuses primarily on the subtle and underlying clues in the picture content of advertisements that contain messages in terms of (stereotypical) gender roles. The results of this study show that, overall, advertisements in Vogue, a magazine geared toward a female audience,depict women more stereotypically than do those in Time, a magazine with the general public as a target audience. In addition, only a slight decrease in the stereotypical depiction of women was found over time, despite the influence of the Women's Movement.     

Racial Stereotypes and Gender in Context: African Americans at Predominantly Black and Predominantly White Colleges

In this study, relationships among stereotype expectations, gender, and academic self-concept and performance of African American students in predominantly White and predominantly Black college contexts were examined. Stereotype expectations are students' perceptions of biased treatment and evaluation within their major classroom settings (SE). Findings indicated that students' majors were related to stereotype expectations, as well as to their academic competence. Our results also provide evidence of gender and institutional interactions in the relationships between stereotype expectations and academic outcomes. Results are discussed in terms of the need to examine issues of race and gender in the academic experiences of African Americans, as well as how their specific school and classroom contexts may influence their experiences.     

A Study of Black and White College Women

In an examination of career aspirations, 101 black and 530 white college women were asked to indicate their occupational and educational plans, important considerations for career choices, and their attitudes toward combining the roles of career and family. Results indicated that women who planned careers in male-dominated occupations had higher career and educational aspirations than women who desired careers in femaledominated occupations. Black women who planned careers in male-dominated professions showed high levels of aspirations, planned more education than was necessary for the desired occupations, and perceived less conflict in combining the roles of career and family than their white counterparts. There were few differences between black and white women in their attitudes toward the traditional roles of men and women. Those choosing female-dominated careers, however, had more traditional attitudes regardless of race. Implications of these findings for the influence of occupational gender dominance on career aspirations are discussed.     

At the Crossroads: Racial and Womanist Identity Development in Black and White Women

This study explored the hypothesis that womanist identity and racial identity development are related. The racial identiy and womanist identity attitudes of 214 women were measured using the Black Racial Identity Attitude Scale, the White Racial Identity Attitude Scales (WRIAS), and the Womanist Identity Attitude Scale. Canonical correlation analysis was used to determine the nature of relationships among racial identity and womanist identity attitudes. Results showed that for Black women there was a significant relation between racial identity and womanist identity attitudes. Specifically, Internalization attitudes on the WRIAS were positively related to Level II (Encounter) and Level IV (Internalization) attitudes on the Womanist Identity Attitude Scale. Despite a larger number of White participants, no such relationship emerged for White women. Implications for theory, research, and counseling are discussed.     

Black Women and White Women in Groups: Suggestions for Minority-Sensitive Group Services on University Campuses

Similarities and differences between group dynamics of one all-Black-woman's support group and one all-White-woman's support group are presented and discussed in terms of future implications for university counseling center program development.     

A Cross-Cultural Exploration: Body Image in Older Black and White Women in the Workplace

This study investigated body image attitudes in a non-clinical sample of black and white older professional women in the workplace in South Africa. Participants were 125 professional women (white woman n=76 and black women n = 49). They completed the shortened version of the Body Shape Questionnaire (BSQ) (Cooper, Taylor, Cooper & Fairburn, 1987). The BSQ is a self-report instrument that measures weight and shape concerns. One-way analysis of variance (ANOVA) and t-tests for independent samples were used to determine the univariate relationships between variables. Following this, a two-way analysis of Variance (ANOVA) was conducted to explore the interaction between ethnicity and BMI. The results indicate that Body Mass Index (BMI) and ethnicity are significantly and independently related to the body shape image. Women with higher BMI scores tended to have more concern about their bodies. Black women with higher BMI scores had more concerns than their white colleagues.     

Sexy,Thin, and White: The Intersection of Sexualization,Body Type,and Race on Stereotypes about Women

Sex Roles - Media images often present one idealized type of woman: she is thin, sexualized, and White. Although research has shown that there are stereotypes associated with sexualized women,...     

The Perpetual Outsider: Voices of Black Women Pursuing Doctoral Degrees at Predominantly White Institutions

This qualitative study explored the perceptions and experiences of Black female doctoral students at predominantly White institutions and their impact on academic persistence and overall well‐being. Fifteen Black female doctoral students participated in semistructured interviews, and each one was administered a demographic questionnaire and was extended an opportunity to participate in member checking. All data collected from the semistructured interviews, demographic questionnaires, and member‐checking exercises were analyzed using Black feminist thought as an interpretive lens. Whereas several themes emerged and are discussed in previous articles (Shavers & Moore, 2014a, 2014b), this article focused on the “Perpetual Outsider” theme, comprising the following subthemes: (a) unwelcoming spaces, (b) tokenism, and (c) outsiders at home. Implications are offered based on identity, support systems, and group counseling. Este estudio cualitativo exploró las percepciones y experiencias de estudiantes negras de doctorado en instituciones predominantemente blancas, así como su impacto en la persistencia académica y bienestar general. Quince estudiantes negras de doctorado participaron en entrevistas semiestructuradas, y a cada una de ellas se les administró un cuestionario demográfico y se les ofreció la oportunidad de participar en seguimientos de miembros. Todos los datos recopilados a partir de las entrevistas semiestructuradas, los cuestionarios demográficos y los ejercicios de seguimiento de miembros fueron analizados e interpretados desde la perspectiva del pensamiento feminista negro. Aunque surgieron varios temas que se comentan en artículos anteriores (Shavers & Moore, 2014a, 2014b), este artículo se centra en el tema del “Forastero perpetuo”, que incluye los siguientes subtemas: (a) espacios hostiles, (b) representación simbólica y (c) forasteros en casa. Se ofrecen implicaciones basadas en la identidad, sistemas de apoyo y consejería de grupo.     

Beyond Thinness: The Influence of a Curvaceous Body Ideal on Body Dissatisfaction in Black and White Women

This study examined whether a curvaceous body ideal differentially influenced sources of body dissatisfaction in 116 Black and 222 White women at a northeastern U.S. university. We measured idealization of and dissatisfaction with three components of a curvaceous ideal: breast size, buttock size, and weight. Although most women preferred a curvaceous body shape, more White women preferred this ideal to be slender with medium breasts whereas more Black women preferred this ideal to be curvier with medium breasts and large buttocks. Women discrepant from these ideals reported more dissatisfaction. Dissatisfaction with the curvaceous ideal predicted appearance concerns. Findings highlight the need to consider valued body ideals other than thinness as potential sources of dissatisfaction among women of different racial/ethnic backgrounds.     

Antisemitism and Sexism in Stereotypes of Jewish Women

No abstract available for this article.     

Stereotypes in the classroom's air: Classroom racial stereotype endorsement,classroom engagement,and STEM achievement among Black and White American adolescents

Initiatives promoting diversity, equity, and inclusion in predominantly White contexts, including STEM fields, have primarily relied on approaches to increase the representation of minoritized individuals. However, an increase in the representation of minoritized individuals is only one step of the process, as the present study suggests that explicit beliefs about particular racial groups’ abilities also matter. The present article examined whether classroom racial stereotype endorsement about science and math disadvantaged Black American adolescents relative to their White American peers. Across two longitudinal studies with 533 and 1,189 adolescents (N-adolescents = 1722; N-classrooms = 86; 45% Black American, 55% White American; 51% females; M-age = 13–14), classroom pro-White/anti-Black stereotype endorsement in the fall term predicted better science and math achievement scores for White American adolescents and lower science and math achievement scores for Black American adolescents at the end of the academic year. Student- and teacher-reported student engagement in science and math classrooms mediated the longitudinal relations between classroom pro-White/anti-Black stereotype endorsement and students’ achievement scores. Results suggest that classrooms may be important conduits for communicating racial stereotypes that create racially hostile STEM learning environments.

Research Highlights

• Using a longitudinal sample of 1722 adolescents enrolled in 86 classrooms, the present study examined the consequences of classroom racial stereotype endorsement during adolescence.
• White American adolescents demonstrated favorable achievement scores in science and math when their classmates endorsed traditional, or pro-White/anti-Black, stereotypes.
• Black American adolescents showed worse achievement scores in science and math when their classmates endorsed pro-White/anti-Black stereotypes.
• Classroom engagement mediated the longitudinal relations between classroom pro-White/anti-Black stereotype endorsement and achievement scores for both Black and White American adolescents.

     

Ego Development at the Crossroads: Identity and Intimacy Among Black Men and White Women in Cross-Racial Relationships

This study addressed the ego development of White women and Black men who were in cross-racial relationships. Twenty-one participants completed in-depth, individual interviews, focus group inquiries, and the Sentence Completion Test (SCT). The results indicate that a majority of the participants scored at the higher levels of ego development: 50% of the Black males and 67% of the White females were at the conscientious stage of ego development, 25% of the Black males and 22% of the White females were at the individuated stage. The results from the interviews and the focus groups substantiated the participants' scores on the SCT, exemplifying the complexity in which Black men and White women perceive themselves as individuals and others in relationships. Loevinger (1976, Ego development: Conceptions and theories. San Francisco: Jossey-Bass.) contends that these higher stages represent a complex means of understanding oneself and of interacting in intimate relationships. The terms of African American heritage, African American, and Black are used synonymously and interchangeably, as are the terms of European American heritage, European American, and White.     

Little White Lies: Racialization and the White/Black Divide

This article emphasizes the importance of considering the history, context and epistemological bases of the use of race and racial categories in North America. Using this contextual grounding, I propose that racial categories are born of racism and not the reverse. I include some salient personal examples of the effects of the construct Whiteness in my own life experience. They are, at the same time, personal, political and cultural. Finally, some suggestions are offered for dealing with the issue of Whiteness, in particular, in feminist therapy, which seeks to uncover power differentials and the personal and political, each embedded in the other.     

Race and Women's Identity Development: Distinguishing Between Feminism and Womanism Among Black and White Women

Black and White women may experience feminist identity development differently, and the womanist (Ossana, Helms, & Leonard, 1992) and feminist (Downing & Roush, 1985) identity development models may differ in their ability to capture those experiences. Black (n = 29) and White (n = 94) female college students completed a questionnaire that included feminist identity, womanist identity, and self-esteem scales. Results provided partial support for the hypothesis that Black women would agree more strongly with the womanist model, whereas White women would agree more strongly with the feminist model. In addition, the womanist model better differentiated between stages of identity development than did the feminist model for Black women. Results also partially supported the hypothesis that race would moderate the relationships between the womanist and feminist identity models and self-esteem.     

Who's That Girl: Television's Role In The Body Image Development Of Young White And Black Women

Although findings indicate a connection between frequent media use and greater body dissatisfaction, little attention has focused on the role of race. Accordingly, this study investigates the relation between television viewing and body image among 87 Black and 584 White women. Participants reported monthly viewing amounts of mainstream and Black-oriented television programs as well as body attitudes as measured by the Eating Disorders Inventory, the Body Esteem Scale, and the Body Shape Questionnaire. Results suggest different patterns predicting body image for White and Black women. Among White women, viewing mainstream television predicted poorer body image, while viewing Black-oriented media was unrelated to body image. Among Black women, viewing Black-oriented television predicted healthier body image, while viewing mainstream television was unrelated to body image. Ethnic identity also predicted healthier body image among Black women, and appeared to moderate, to some extent, the contributions of viewing Black-oriented programming.