The perception of sex-inconsistent behavior

Sex-role perceptions were approached from an out-of-role attributional framework, with the predictions that out-of-role behavior would be rated more extreme than in-role behavior on sex-role stereotype scales and that out-of-role behavior would be seen as more internally determined. One hundred and twenty male and female college students heard one of four tapes in which the two stimulus persons (SPs), male and female, behaved in sex-role consistent or inconsistent behavior using the dimension of dominance-submission (DM-DF, SM-SF, DM-SF, DF-SM). The DF, compared to the DM, was attributed more masculinity and less femininity. The DF's behavior, compared to the DM, was seen as originating more from internal than situational causes.     

Further evidence on androgyny and interpersonal flexibility

The component scales from which Bem's index of psychological androgyny is derived are better thought of as measures of dominance and nurturance, rather than “masculinity” and “femininity.” When the Bem scales were administered to 202 male and female college students, along with eight scales that form an interpersonal circumplex, it was once again found that stereotyped, near-stereotyped, and androgynous classifications on the Bem index generalized to sex-role stereotype classifications on other dimensions of interpersonal behavior, as well. Moreover, the Bem index was found to be based on the best available combination of orthogonal interpersonal scales for measuring sex-role stereotypy. In this recent sample of college students, the hypothesis that Bem's index of androgyny reflects the more general construct of interpersonal flexibility was confirmed for both male and female subjects. The recognition that Bem's index of androgyny is specific to the interpersonal domain should encourage others to develop androgyny indices in other domains such as temperatment, interests, and cognitive styles.     

On the self-fulfilling nature of apparent sex differences in behavior

A study was conducted to test the notion that a person's behavior conforms explicitly to the sex-role stereotype that attractive others have regarding the person's gender. In a 2 × 2 design, female subjects were induced to characterize themselves to a male partner who was either desirable or undesirable and whose stereotype of the ideal woman conformed very closely to the traditional female stereotype or its opposite. The results, which held for both an attitudinal and a behavioral measure of self-presentation, indicated that, when the partner was desirable, the subjects portrayed themselves as more or less conventional in terms of sex-role, depending upon whether the partner's stereotypic view of women was traditional or not. The implications of these findings for an analysis which stresses the self-fulfilling nature of apparent sex differences were discussed.     

Sex-role orientation of college students and their same-sex parents

The study examined similarities and differences between sex-role orientations of college students and their same-sex parents. College undergraduates filled out the Bem Sex-role Inventory twice: once to describe themselves and the second time to describe their same-sex parents. The inventory was also used to obtain parental self-reports. Compared to their perceptions of their same-sex parents, male students described themselves as more feminine and female students described themselves as more masculine. Also, male students described their fathers as less feminine and female students described their mothers as both less masculine and less feminine than the parents described themselves. Students' femininity scores correlated significantly with the parental femininity scores both actual and perceived, however, no consistent relationship was found for the masculinity scores. Androgynous students and students with the reversed sex-role orientation perceived their parents as androgynous and reversed, respectively.     

Absorption in imaginings, sex-role orientation, and the recall of dreams by males and females

Questionnaire measures of dream recall frequency, number of sensory qualities in dreams and emotion in dreams were correlated with several imaginal ability and personality variables in male and female college students. Absorption (i.e., subjects' degree of involvement in such activities as daydreaming, watching a movie, etc.) was the most important predictor of dream variables in females. In males sex-role orientation contrary to stereotype (i.e., femininity) was the only variable significantly related to a dream variable (i.e., frequency of dream recall). The implications of these sex differences for research on dream recall are discussed.     

Therapist Judgments of Clients' Sex-role Problems

Thirty therapists belonging to the Michigan Society of Consulting Psychologists rated the bipolar adjectives of the Sex-Role Stereotypes Questionnaire as to which pole was a problem for their average male and female clients. Female clients were viewed as too feminine on both socially desirable and socially undesirable adjectives. The problems of male clients were not viewed in sex stereotypic ways on the specific stereotypes. Asked directly, therapists reported that sex-role expectations create problems for both male and female clients. The findings contradict the hypothesis that therapists see the problems of women in therapy as nonconformity to the feminine stereotype.     

Sex and age differences in the sex-role stereotyping of third- and fifth-grade children

A four-part 85-item orally administered children's Sex-Role Expectations and Awareness Scale was developed. The four parts included measures of children's perceptions of (1) sex-associated behavior, (2) teacher expectations, (3) adult sex-role expectations, and (4) children's knowledge of the women's rights movement. The internally reliable scale was administered to 506 middle-class third- and fifth-grade children (259 females and 247 males) from eight schools in six states. Major results included the statistically significant findings that (1) although the absolute level of stereotyping was modest, males stereotyped significantly more often than females with regard to both male and female behavior traits and perceived teacher and adult sex-role expectation. (2) Third-grade students stereotyped more male behavior traits than fifth-grade students. (3) Females more often than males perceived teachers to expect traditional sex-role behavior from females. (4) Fifth-grade students knew more about the women's movement, but the absolute level of knowledge was quite low, with a comprehension rate around a third of the total number of items.     

Social perceptions of male and female extreme mesomorphs.

In this study, male and female university students in the United States were exposed to mesomorphic or nonmesomorphic stimuli as reflected by photographs of either male body builders and non-body builders or female body builders and non-body builders. Then they were asked to attribute various personality traits and sex-role behaviors to them. Subjects, irrespective of their sex, perceived male and female body builders as possessing more traditionally masculine and less traditionally feminine personality characteristics than male and female non-body builders. Also, male and female body builders were seen as possessing less socially desirable traits than non-body builders. As predicted, female body builders were perceived generally as being more likely to engage in traditionally masculine sex-role behaviors in their dating and marriage relationships than female non-body builders. Contrary to expectation, however, male body builders were not perceived as more likely to engage in higher levels of masculine sex-role behaviors than male non-body builders.     

Male and female careers: Sex-role and occupational stereotypes among high school students

The present study combined two areas of research, occupational perceptions and sex-role stereotypes, in a 2 (Gender of Subject: male, female) × 2 (Gender of Character: male, Paul or David; female, Paula or Susan) × 2 (Gender of Occupation: male, doctor or lawyer; female, nurse or secretary) between-subjects factorial design. High school students rated male and female characters in traditional and nontraditional occupations on the following six personality traits: ambitious, effective, emotional, intelligent, responsible, and traditional. The main finding was that occupational stereotypes were more prevalent than sex-role stereotypes. Reasons for this outcome are discussed and the implications of the study in light of past and future research are considered.     

The influence of sex-role stereotypes on prose recall

The influence of sex-role stereotypes on memory was investigated. High-school students read a short story about a protagonist named either Linda or David. Results indicated that when the sex of the protagonist was the same as their own, the students answered significantly more questions about the story correctly than in the cross-sex conditions. A qualitative analysis of the kinds of errors and inferences made revealed that female subjects tended to rely on sex-role stereotypes when answering factual questions about a male protagonist, and male subjects tended to rely on sex-role stereotypes when answering inference questions about a female protagonist. These results provide partial support for the notion that individuals are more predisposed to view members of the opposite sex stereotypically and are more likely to alter their memories in accordance with these stereotypes than they are when answering questions about members of their same sex.     

Pancultural Gender Stereotypes Revisited: The Five Factor Model

Williams and Best's (1982, 1990a) cross-culturalgender stereotype data from 25 countries, previouslyanalyzed in terms of affective meanings, ego states, andpsychological needs, were re-analyzed in terms of the Five Factor Model (FFM) of personality.In each country, participants were approximately 100university students, equally divided by gender. Withresults averaged across all countries, it was found that the pancultural male stereotype was higherthan the pancultural female stereotype on Extraversion,Conscientiousness, Emotional Stability, and Openness toExperience while the pancultural female stereotype was higher on Agreeableness. Re-analysis of thestereotype data from Japan and Pakistan, which had beenfound relatively atypical in previous analyses, revealedFFM profiles generally similar to the pancultural profiles. The evaluative nature of each factoris discussed and related to the stereotypes associalization models.     

Confronting Math Stereotypes in the Classroom: Its Effect on Female College Students’ Sexism and Perceptions of Confronters

Women often face sexism and stereotypes about their academic ability, and this makes it important to examine the effects of confronting sexism in the college classroom. The current research consisted of 2 studies of how witnessing a confrontation of a sexist stereotype in the classroom affects female students’ perceptions of the confronters and self-reported sexism. The samples consisted of female students from a public college in the Northeastern U.S. who provided their perceptions of teachers described in vignettes as either confronting or not confronting a student’s stereotype of women as unskilled at math. In Study 1 (N?=?48) perceptions of the teacher were more positive when confronting the stereotype, and students’ self-reported sexism was reduced when the teacher confronted rather than ignored the stereotype. Study 2 (N?=?56) compared the effects of a teacher versus a student confrontation of the same stereotype. Participants perceived the teacher and student more positively when they confronted rather than ignored the stereotype. However, the source of the confrontation yielded no differences in sexism. These results suggest that students want their teachers to respond to bias in the classroom and that teachers should respond to sexist incidents in order to reduce the level of sexism among their students.     

内隐刻板印象中反刻板印象信息的干预研究

该研究以性别职业刻板印象和自我-职业刻板印象的内隐联想测验（IAT）为实验材料和测量工具．通过提供反刻板印象信息为干预策略进行实验。研究表明：职业一性别刘板印象和职业一自我刻板印象层次不同,在总体上具有显著的相关;大学生在职业-性别刻板印象和职业一自我刻板印象上都存在极其显著的内隐效应,女大学生显示极强的内隐职业一自我刻板印象;在职业-自我刻板印象上,反刻板印象信息具有显著的干预作用,对男大学生的干预作用比对女大学生的大;在内隐水平上反刻板印象信息只能部分消除刻板印象;设计的[AT纸笔测验版本是可行的;在学校教育中渗透性别平等教育将是十分必要的和可行的。     

A Confirmatory Factor Analytic Investigation of the TAS–20: Corroboration of a Five-Factor Model and Suggestions for Improvement

Two studies conducted around 1950 provided aggregate data on college students' attribution of characteristics to men or women (sex-role stereotype). Seeman (1950) provided data for three attributes clearly sex-role identified. Fernberger (1948) used a “story” with 16 blank spaces for response of “men” or “women” to assess sex-role stereotypes. Replications of these studies were conducted in undergraduate psychology classes during the 1970–71 school year to assess changes in sex-role stereotypes and in personal preferences. Results for stereotypes indicated either no change for the Seeman data or even more polarized stereotypes for the Fernberger data. No evidence for role convergence was found for stereotypes. Ss personal preferences were markedly discrepant from their stereotypic responses, as the literature would predict.     

Influence of sex-role identity on two indices of social anxiety

The present study was conducted to determine the relationship between sex-role identity and two measures of self-reported social anxiety. The Bem Sex-Role Inventory (BSRI), Social Avoidance and Distress Scale (SAD), and Fear of Negative Evaluation Scale (FNE) were administered to 23 male and 26 female undergraduate students. Generally, sex role was associated with social anxiety for women, but not for men. Androgynous women reported the least anxiety, sex-role stereotyped women reported a moderate amount, and undifferentiated women reported the most anxiety of all groups. Results were interpreted in light of conflicting hypotheses of androgyny rather than masculinity being associated with greater adjustment and the value of a situational analysis of behaviors associated with sex-role orientation.     

Sex-role orientation and athletic administration

The Bem Sex Role Inventory was administered to 157 women and 163 men in athletic administration. The majority of male (89.5% to 94.1%) and female (85.7% to 91.0%) athletic directors (ADs) was either androgynous or masculine. The findings show that ADs display a higher level of androgyny than do business executives, and suggest that ADs may possess a greater degree of behavioral flexibility. The data indicate that differences in sex-role behaviors of female and male ADs do not justify the discrepant number of men in AD positions. The results also indicate that both female and male ADs have a stronger masculine than feminine perception of themselves, regardless of the competitive level (division) of their program.