The relationship between sex role stereotypes and requisite management characteristics among college students

The relationship between sex role stereotypes and characteristics perceived as necessary for management success was examined among male and female undergraduate management students and compared with results of managers today as well as with those of managers studied 15 years ago. Male management students, similar to their managerial counterparts in the 1980s and 1970s, still adhere to the male managerial stereotype and perceive that successful middle managers possess characteristics, attitudes, and temperaments more commonly ascribed to men in general than to women in general. Female management students, similar to today's female managers, no longer sex type the managerial job, a change from the female managers of the 1970s. Implications of these outcomes for undergraduate management education are discussed.Portions of this research were funded by a Gettysburg College Institutional Self Renewal Grant.     

The conceptual structure of sex role stereotypes in college students

This study investigated sex stereotypes as natural language categories. Ten years ago, sex stereotypes were found to have a core-peripheral structure similar to that of the nonevaluative categories studies by Rosch (1973). Changes and stability in these conceptions were studied by having 56 female and 56 male undergraduate students rate 217 adjectives on Likert scales according to how well each adjective represented their own view of typical Men or Women. Mean ratings were analyzed to reveal a structure of core, peripheral, and nonmembers for Men and for Women. As was the case ten years ago, core traits reflected dimensions of “niceness-nurturance” for Women and “potency-strength” for Men. Female students also viewed Women as “competent,” while male students also viewed Women as “socially effective.” Adjectives that constituted the core for one category were generally placed in the periphery for the other category. As compared to ten years ago, the peripheries of the categories were expanded and showed a greater degree of overlap. College students' conceptions of Men and Women are best characterized as overlapping rather than as bipolar opposites. The formation of sex stereotype categories was discussed in terms of cognitive and social learning processes.     

Mapping sex group stereotypes of elementary and high school students

This study investigated the sex group stereotypes of youths of elementary and high school age. A total of 60 males and 60 females evaluated boys and girls on a semantic differential type scale. The results indicated that younger members of both sexes were more positive about their own sex and more negative about the opposite sex than were their older counterparts. In addition, adolescent males, but not adolescent females, adopted more favorable evaluations of the opposite sex over their own sex group. Possible explanations are offered to account for these findings.     

Mother-blaming among college students

The purpose of this study was to examine the tendency for mother-blaming among college students to determine if such a bias existed outside the clinical profession. The subjects were 49 men and 50 women at a small private university, who were asked to attribute responsibility for 45 behavioral and personal-psychological problems to one of the following targets: Father, Individual, Mother, and Society. Analysis showed Individual receiving most attributions, followed by Society, Mother, and Father, in that order. Relatively more problems are blamed on Mother than on Father, with a tendency to blame mothers for emotional problems such as dependency and shyness and fathers for behavioral-physiological problems such as child abuse and alcoholism. Intercorrelations of the number of attributions made to different targets clearly suggest that there are parent-blamers, society-blamers, and individual-blamers. Implications of blame attribution for mental health are acknowledged.     

Dating jealousy among college students

In a study of dating jealousy, questionnaires were administered to 147 male and 189 female college students. Subjects were asked to rate how they would feel about their dating partner's behavior in five hypothetical situations designed to measure jealousy. Results indicate that females are more jealous than males over situations involving the partner spending time on a hobby or with family members, but other situations evoke no sex differences. Sex-role orientation is the variable most consistently related to dating jealousy, with sex-role traditional subjects being the most jealous. A significant proportion of subjects expect dating partners to give up close personal friendships with others of the opposite sex, and most subjects begin to expect sexual exclusiveness from the earliest stages of their relationships.     

Academic achievement and attributions among college students: Effects of gender and sex typing

Attribution questionnaires were completed by 137 students in an introductory economics course immediately preceding the first exam in their class and immediately after their exams were returned. Results indicate that males and females used attributions differently, although not as a function of perceived outcome. In contrast, sex-typing groups varied their attribution as a function of perceived outcome. Self-esteem is proposed as a possible mediating variable. It was concluded that sex typing in relation to perceived successful and unsuccessful performance is an important variable in attributional research.     

Success and motivation among college students

The present research explores college students’ explanations of their success and failure in challenging activities and how it relates to students’ efficacy, value, and engagement. The results suggest most students hold one primary reason for success during the challenging activity, including grade/extrinsic, mastery/intrinsic, amotivation/working, social, and performance. These task reasons for success, if assumed to be goals, were more numerous than those suggested by goal theory. Task reason for success was important for engagement, intrinsic value, difficulty compared to others, and effort. As expected, engagement and intrinsic value were highest for those with mastery reasons but lowest for those in amotivation or those who succeeded because they made the grade. Unexpectedly, success was more important for motivation and experience of the activity. These results suggest that it is important to examine not only student goals, but also whether or not students reach their goals.     

Internet use among Chinese college students: implications for sex education and HIV prevention.

The Internet has gained great popularity among Chinese college students, but studies on Internet use behaviors and their relationship with sexual risk perception and behaviors have been limited. A survey was conducted among 1,845 college students in an eastern province of China, in order to assess the pattern of Internet use among Chinese college students, to examine the relationship of Internet use and HIV knowledge and susceptibility, and to explore the relationship of online risk behaviors with sexual status, sexual intention, and sexual perceptions. Data suggest that many students used the Internet frequently and often spent long hours online. Differences between genders and across grades were observed in the patterns of students' Internet use. Male students reported much higher rates of visiting pornographic websites or engaging in other online risk behaviors. Students' HIV knowledge or susceptibility did not differ by the extent of Internet use, but online risks were positively associated with their sexual status, sexual intention, and sexual perceptions. Students who were sexually active, planned to have sex, or possessed permissive attitudes toward pre-marital sex were more likely to report online risk behaviors such as visiting pornographic sites, cyberbullying, or distributing erotic materials via the Internet. The data underscore the importance to provide students with appropriate guidance on their Internet use, especially for reducing online risks and utilizing Internet as a source for sex education and HIV prevention.     

Reasons to attend college among ethnically diverse college students

A survey of 713 ethnically diverse university freshmen (463 Latino, 167 Asian American, 54 African American, 29 European American) assessed reasons for attending college, ethnic identity, family interdependence, and college adjustment. Results revealed three reasons for attending college not reported in previous research: to help one's family, to prove one's self-worth, and because of encouragement. Attending college to help the family was stronger among students from lower socioeconomic status backgrounds. Ethnic identity and family interdependence contributed positively to some reasons for attending college, but did not mediate ethnic differences; with cultural factors and socioeconomic status included as predictors, ethnic minority students still gave greater importance to family oriented motives than did European Americans. Career/personal and humanitarian motives contributed positively to college adjustment.     

Nicknames and sex role stereotypes

Since nicknames are a very fluid component of language, they become a useful tool for revealing current sex role stereotypes. A study of 380 nicknames collected from 175 young women and men ages 14–19 shows that males assign most nicknames and males receive more names based on surnames; also, connotations of strength, largeness, hardness, and maturity are typical of male nicknames. For female nicknames, physical attributes are more important, and connotations are typically of beauty, pleasantness, kindness, and goodness. Nicknames do not reflect much difference in activity, however, a quality that in earlier studies is associated predominantly with males.     

Sex of child preferences among college students

In both 1985 and 1988, college student preferences for the sex of an only child were examined using social surveys. For both years, it was found that male students strongly prefer a male child, but that female students moderately prefer a female child. Gender of respondent accounted for most of the sex preference difference. The sex role attitude of agreement with having the wife retain her own name was the only other variable significantly related to sex preference. It is argued that differing male-female role expectations for women as wives and mothers partly explained the gender differences in sex preference for a child.     

Expressions of life meaning among college students

This study examined the views of 132 undergraduate students (35 men, 97 women) regarding what they considered to be contributing factors to a worthwhile or meaningful life. They rated, on a 5-point Likert scale, their agreement with each of 40 statements. Cluster analysis yielded three clusters which best described the data. One cluster comprised a religious group, and the other two clusters were nonreligious, with one having characteristics of both the religious and nonreligious cluster.     

Abortion attitudes among Catholic college students.

The present study has explored the abortion attitudes of 200 students attending a midwestern liberal arts college affiliated with the Roman Catholic Church. The main findings were as follows: 1. Catholics in general tend to be more conservative in this area than Protestants. 2. There were no statistically significant differences between urban and rural residents and between single and engaged subjects. On the other hand, females, social science majors, and those having no plans for graduate studies were significantly more conservative than males, natural science majors, and those planning to do graduate work, respectively. 3. Abortion scores were correlated negatively and significantly with religious services attended, amount of Catholic education, and, to a limited extent, father's occupation, but nonsignificantly with age, number of siblings, birth order, college rank, parental education, and mother's occupation.     

Head-injury prevalence among community college students.

835 community college students were surveyed to establish the prevalence of head injury or illness. Results are compared to prevalence rates among 4-year college students.     

Attitudes toward women among female college students

Female college students' attitudes toward women were investigated to determine the effects of housing, class status, and general field of study, and to provide standardization and reliability data for the AWS scale. Spence and Helmreich's Attitudes Toward Women Scale was administered to a large sample of female college students in a coed, moderately sized, private, Eastern secular college. Results indicated that seniors tend to hold more liberal attitudes toward women than underclasswomen and students in Business and Education tend to hold more conservative attitudes toward women. Interaction effects were observed and reported. Type of housing was not related to attitudes toward women. The split-half reliability technique revealed a strong internal reliability of .92 for the AWS.