Emotional expressivity in men and women: Stereotypes and self-perceptions

Three studies were conducted to assess prevalent stereotypes regarding men's and women's emotional expressivity as well as self-perceptions of their emotional behaviour. Emotion profiles were employed to assess both modal emotional reactions and secondary emotional reactions to hypothetical events and personal experiences. In Study 1 we asked how men and women in general would react to a series of hypothetical emotional events. In Study 2 we asked how participants themselves expected to react to these same situations and in Study 3 we asked participants to report a personal emotional event in narrative form. Two gender differences emerged across all three studies. Specifically, women were expected to be more likely to react with sadness to negative emotion-eliciting events in general. They also expected themselves to be more likely to react with sadness as well as to cry and to withdraw more when experiencing negative emotional events. Finally, women report more sadness when describing personal events. In contrast, men were expected to react with more happiness/serenity during negative emotional situations. Also, they expect themselves to react more frequently this way as well as to laugh and smile more and to be more relaxed in negative situations. Finally, men tend to report more happiness when describing negative personal events. In sum, the present study gives a more detailed portrayal of how men and women are expected and expect themselves to react to specific emotional situations and presents some evidence that these expectations may influence the way they reconstruct emotional events from their past.     

Cultural sex-role expectations and children's sex-role concepts

Middle-class children between the ages of 4 and 8 were interviewed about their sex-role attitudes, in order to determine the extent to which recently changing cultural mores have influenced children's sex-role concepts. The children were asked about their career goals; the careers they would choose if they were the opposite sex; the reasons why they like being a boy or girl; and their opinions regarding the appropriateness of men and women participating in 14 sex-stereotypic occupations and activities. The children's parents provided demographic information. The children expressed very nonstereotypic attitudes towards the 14 occupations and activities, compared to children in recent studies; but they chose very traditional careers for their own choices and opposite-sex career choices, and often gave stereotypic reasons for preferring their own sex. Parents' education, mothers' employment status, fathers' nontraditional careers, and the children's gender predict responses to several of the sex-role-related questions. Implications for research are discussed.     

Attributes and roles assigned to characters in children's writing: Sex differences and sex-role perceptions

This research examined the creative writing of 180 elementary school children for evidence of sex difference and sex-role perceptions. Stories were analyzed for frequency of male and female characters, attributes, and roles. Writers were equally divided by sex and into three age groups—grades 1–2, 3–4, and 5–6. Results suggest that the total number of characters, roles, and attributes was equivalent. However, the distribution of male and female characters, roles, and attributes differed with male and female writers. Female writers included significantly more female characters and assigned more attributes and roles to these characters. Nevertheless, in the stories of both male and female writers, there was a predominance of male characters and assignment of attributes and roles to male characters. The findings support the development and implementation of a nonsexist curriculum.     

Homosexual and heterosexual sex-role orientation on six sex-role scales

A comparison was made of the sex roles of homosexual and heterosexual men and women on the Bem Sex Role Inventory, Personality Attributes Questionnaire, Personality Research Form Androgyny Scale, Adjective Checklist Masculinity and Femininity Scales, Extended Personality Attributes Questionnaire and Undesirable Characteristics Scale. The results indicated that homosexuals and heterosexuals differ in their response to different aspects of sex roles. The most consistent difference was the greater femininity of male homosexuals in respect to male heterosexuals. Other differences were scale-specific and the low interscale comparability indicated such scales should not be used interchangeably. Differences between results of studies comparing sex roles of the homosexuals and heterosexuals appear attributable to sample heterogeneity and distinctions between sex-role scales.     

Sex, sex-role identification, and awareness of sex-role stereotypes

An experiment was run to determine if androgynous people have transcended traditional sex roles or merely incorporated both sex roles into their repertoire. Masculine sex-typed, feminine sex-typed, and androgynous people listed as many masculine and feminine stereotypes as they could think of in a time-limited task. Highly sex-typed individuals showed more awareness of their own sex's attributes than the other sex's stereotypes. Androgynous people showed greater awareness of both sexes' attributes as compared with sex-typed people, indicating support for the incorporation hypothesis rather than the transcendance hypothesis. However, the stereotypes androgynous people listed were somewhat less evaluative in tone compared with those of sex-typed people, Overall, subjects listed more stereotypes of females than males, and female stereotypes were more negative than male stereotypes.     

Relationship between sex-role attitudes and personality traits and the revised sex-role behavior scale

Two hundred college men and women completed self-report measures of sex-role traits (Personal Attributes Questionnaire), attitudes (Attitudes Toward Women Scale), and behavior (Sex-Role Behavior Scale). Intercorrelations among the three measures were examined to test two competing theoretical perspectives which dominate sex-role research today. The social learning point-of-view of Janet Spence and her colleagues asserts a general independence of sex-role personality traits, attitudes, and behaviors. The cognitive-developmental theory of Sandra Bem asserts that sex-role phenomena are fairly closely interrelated, at least for sex-typed individuals whose gender schemas cause them to adhere closely to traditional sex-role norms in their self-concepts and behavior. Findings of moderate relationships between masculine, feminine, and sex-specific personality traits, and the corresponding interest/behavior scales of the Sex-Role Behavior Scale, and between sex-role attitudes and behaviors lend partial support to both perspectives.     

Encoding processes and sex-role preferences

Seven- and 10-year-old children were tested on memory and sex-role preference tasks. The memory task was the Wickens release from proactive inhibition paradigm in which short-term recall of words is tested on successive trials. On Trials 1–4, words were selected from one of two categories, either words with masculine or feminine connotations. On Trial 5, words were drawn from the second category. Sex-role preference was assessed by asking the child to select his favorite pictures from an array that included masculine and feminine items. Recall by boys at both ages increased following a shift between words with masculine or feminine connotations, suggesting that this dimension of a word's meaning was encoded in memory. Recall by girls who selected a feminine item as their favorite on the sex-role preference task increased following a category shift; recall by girls who chose a masculine item did not increase. These results are discussed in relation to previous research on the attributes of encoding in children's memory.     

Life satisfaction and sex-role concept

The purpose of the present survey study was to investigate the relationship between life satisfaction and sex-role concept. Two hundred and seventeen respondents completed a two-part questionnaire, which consisted of the Life Satisfaction Survey, designed by the authors, and the Bem Sex Role Inventory. General satisfaction with life was found to be a function of the level of satisfaction derived from various aspects of life, particularly aspects chosen as the most important. Consistent with previous studies, general satisfaction with life is positively associated with education level, income level, and being married. In contrast to previous findings, age is not negatively correlated with overall satisfaction, and a significant difference between males and females showed up. As predicted, sex-role concept was found to be a useful construct in explaining the differential importance of various domains of life as well as the relative contribution of those domains to the individual's overall satisfaction with life. Psychologically masculine people choose as important and enjoy more the instrumental aspects of life; psychologically feminine people choose as important and enjoy more the socioemotional aspects of life; psychologically androgynous people choose as important and enjoy more both the instrumental and socioemotional aspects of life.The research presented here was supported by NSF Grant 77-160107, principal investigator Morton Deutsch. The authors wish to thank Morton Deutsch and Gary Bridge for their guidance and helpful comments on earlier drafts of this article. The assistance of Gidi Shichman. Kenneth Kressel, Joan Grosser, Lotti Tartell, Derry Ann Moritz, and Trinity Church on the Green—New Haven is also gratefully acknowledged.