Stereotypes and crossed‐category evaluations: The case of gender and science education

A sample of UK adolescents (n = 1140), grouped by sex and liking of science, evaluated themselves, and girl and boy targets who did or did not like science, on masculine, feminine and gender non‐specific traits. Contrary to sociological concerns about the masculine image and appeal of science, those who liked science more rated themselves more positively on feminine and gender non‐specific—but not masculine—traits. The girl target was rated lower on feminine traits if she liked science, but the boy was rated higher on feminine traits if he liked science. Target ratings also showed in‐group enhancement based on liking of science, and a ‘black sheep’ effect: those who liked science less discriminated against the same‐sex target who liked science, especially on gender in‐group relevant traits. We argue that gender differences in science education should be attributed partly to subjective group dynamics and not solely to images of science.     

Gender,status and the use of power strategies

The present study examined the effects of gender and status on the use of power strategies. The experiment consisted of a computer‐based problem‐solving task performed in pairs, where participants interacted with simulated long‐distance partners. Participants were 36 female and 38 male undergraduate students, who were assigned to be influencing agents and were required to convince their partners to accept their help in the problem‐solving process. Status was manipulated by the extent to which partners were dependent upon the participants' resources. Partners were either same sex or other sex. Results indicated an interactive effect of agent gender by status. Men used more frequently ‘masculine’‐typed and less frequently ‘feminine’‐typed strategies than did women in low status positions, whereas in high status positions no significant gender differences in power strategy choices were found. These findings suggest that gender differences and similarities vary according to social contexts. Implications of the findings for both theory and practice are discussed. Copyright © 2006 John Wiley & Sons, Ltd.     

The model of children's social adjustment under the gender‐roles absence in single‐parent families

This study aimed to evaluate the effects of the gender‐role types and child‐rearing gender‐role attitude of the single‐parents, as well as their children's gender role traits and family socio‐economic status, on social adjustment. We recruited 458 pairs of single parents and their children aged 8–18 by purposive sampling. The research tools included the Family Socio‐economic Status Questionnaire, Sex Role Scales, Parental Child‐rearing Gender‐role Attitude Scale and Social Adjustment Scale. The results indicated: (a) single mothers' and their daughters' feminine traits were both higher than their masculine traits, and sons' masculine traits were higher than their feminine traits; the majority gender‐role type of single parents and their children was androgyny; significant differences were found between children's gender‐role types depending on different raiser, the proportion of girls' masculine traits raised by single fathers was significantly higher than those who were raised by single mothers; (b) family socio‐economic status and single parents' gender‐role types positively influenced parental child‐rearing gender‐role attitude, which in turn, influenced the children's gender traits, and further affected children's social adjustment.     

Social skills and sex‐role functioning in borderline personality disorder: relationship to self‐mutilating behavior

This study compared the social skills functioning and sex role affiliation of female inpatients diagnosed with borderline personality disorder who engaged in self‐mutilating behavior (n?=?30) with female patients with borderline personality disorder who did not engage in such behavior (n?=?18). Patients with borderline personality disorder who engaged in self‐mutilating behavior were found to have relatively poorer skills in communicating non‐verbal emotional information to others and in receiving and interpreting such information from others. In terms of sex role orientation, patients who engaged in self‐mutilating behavior were significantly more likely than non‐mutilators to be typed as undifferentiated using the Bem Sex Role Inventory. These participants were less likely to identify with either masculine or feminine sex roles. Patients who did not self‐mutilate were found to be significantly more likely than those who did self‐mutilate to identify with the masculine sex role.     

When being a girl matters less: Accessibility of gender‐related self‐knowledge in single‐sex and coeducational classes and its impact on students' physics‐related self‐concept of ability

Background . Establishing or preserving single‐sex schooling has been widely discussed as a way of bringing more girls into the natural sciences. Aims . We test the assumption that the beneficial effects of single‐sex education on girls' self‐concept of ability in masculine subjects such as physics are due to the lower accessibility of gender‐related self‐knowledge in single‐sex classes. Sample . N = 401 eighth‐graders (mean age 14.0 years) from coeducational comprehensive schools. Methods . Random assignment of students to single‐sex vs. coeducational physics classes throughout the eighth grade. At the end of the year, students' physics‐related self‐concept of ability was measured using a questionnaire. In a subsample of N = 134 students, the accessibility of gender‐related self‐knowledge during physics classes was assessed by measuring latencies and endorsement of sex‐typed trait adjectives. Results . Girls from single‐sex physics classes reported a better physics‐related self‐concept of ability than girls from coeducational classes, while boys' self‐concept of ability did not vary according to class composition. For both boys and girls, gender‐related self‐knowledge was less accessible in single‐sex classes than in mixed‐sex classes. To the extent that girls' feminine self‐knowledge was relatively less accessible than their masculine self‐knowledge, their physics‐related self‐concept of ability improved at the end of the school year. Conclusions . By revealing the importance of the differential accessibility of gender‐related self‐knowledge in single‐ and mixed‐sex settings, our study clarifies why single‐sex schooling helps adolescents to gain a better self‐concept of ability in school subjects that are considered inappropriate for their own sex.     

Processing grammatical gender of role nouns: Further evidence from eye movements

Two eye-tracking experiments investigated the effects of masculine versus feminine grammatical gender on the processing of role nouns and on establishing coreference relations. Participants read sentences with the basic structure My <kinship term> is a <role noun> <prepositional phrase > such as My brother is a singer in a band. Role nouns were either masculine or feminine. Kinship terms were lexically male or female and in this way specified referent gender, i.e., the sex of the person referred to. Experiment 1 tested a fully crossed design including items with an incorrect combination of lexically male kinship term and feminine role name. Experiment 2 tested only correct combinations of grammatical and lexical/referential gender to control for possible effects of the incorrect items of Experiment 1. In early stages of processing, feminine role nouns, but not masculine ones, were fixated longer when grammatical and referential gender were contradictory (Bruder _male–Sängerin _fem/brother–[female] singer). In later stages of sentence wrap-up there were longer fixations for sentences with masculine than for those with feminine role nouns. Results of both experiments indicate that, for feminine role nouns, cues to referent gender are integrated immediately, whereas a late integration obtains for masculine forms.     

Side effects of gender‐fair language: How feminine job titles influence the evaluation of female applicants

In many languages, feminization has been used as a strategy to make language more gender‐fair, because masculine terms, even in a generic function, exhibit a male bias. Up to date, little is known about possible side effects of this language use, for example, in personnel selection. In three studies, conducted in Polish, we analyzed how a female applicant was evaluated in a recruitment process, depending on whether she was introduced with a feminine or masculine job title. To avoid influences from existing occupations and terms, we used fictitious job titles in Studies 1 and 2: diarolo?ka (feminine) and diarolog (masculine). In Study 3, we referred to existing occupations that varied in gender stereotypicality. In all studies, female applicants with a feminine job title were evaluated less favorably than both a male applicant (Study 1) and a female applicant with a masculine job title (Studies 1, 2, and 3). This effect was independent of the gender stereotypicality of the occupation (Study 3). Participants' political attitudes, however, moderated the effect: Conservatives devaluated female applicants with a feminine title more than liberals (Studies 2 and 3). Copyright © 2012 John Wiley & Sons, Ltd.     

Person‐Centered Emotional Support and Gender Attributions in Computer‐Mediated Communication

Without physical appearance, identification in computer‐mediated communication is relatively ambiguous and may depend on verbal cues such as usernames, content, and/or style. This is important when gender‐linked differences exist in the effects of messages, as in emotional support. This study examined gender attribution for online support providers with male, female, or ambiguous usernames, who provided highly person‐centered (HPC) or low person‐centered (LPC) messages. Participants attributed gender to helpers with gender‐ambiguous names based on HPC versus LPC messages. Female participants preferred HPC helpers over LPC helpers. Unexpectedly, men preferred HPC messages from male and gender‐ambiguous helpers more than they did when HPC messages came from females. Implications follow about computer‐mediated emotional support and theories of computer‐mediated communication and social influence.     

Gender‐typing of leadership: Evaluations of real and ideal managers

This research focuses on female underrepresentation in managerial positions. Specifically, two studies examine gender‐typing for managerial roles in Spain using ratings for real and ideal managers. In addition, we analyse the existence of same‐gender bias on evaluations of the behavior of actual leaders. In the first study, 195 Spanish workers evaluate the extent to which gender‐stereotypical traits are important for becoming a successful middle manager in three conditions (female managers, male managers, and managers in general). In the second study, we explore the degree to which the behavior of real Spanish managers is gender‐typed and the existence of same‐gender bias on leadership styles – transformational, transactional and avoidant/passive – and on leadership outcomes – effectiveness, extra effort and satisfaction – from the perspective of subordinates (N = 605). Overall, the results demonstrate that masculine characteristics were rated as more important than feminine characteristics for managerial positions, and they were more often assigned to male managers than to female managers. Unexpectedly, this manager‐male association is stronger among female participants than among male participants. Our findings also demonstrate that women subordinates evaluate their same‐sex supervisors more favorably in transformational leadership, effectiveness, and extra effort. The negative consequences derived from gender‐typing managerial positions are highlighted according to the role congruity theory of prejudice toward female leaders. The positive effects of in‐group female bias on behavior ratings are also noted. The mixed implications of these results for women's advancement to leadership positions are discussed.     

A Preliminary Investigation into Effects of Linguistic Abstraction on the Perception of Gender in Spoken Language

We investigated the role that linguistic abstraction may play in people’s perceptions of gender in spoken language. In the first experiment, participants told stories about their best friend and romantic partner. Variations in linguistic abstraction and gender-linked adjectives for describing their close others were examined. Participants used significantly more abstract language to describe men compared to women, possibly reflecting a gender stereotype associated with the dispositionality factor of linguistic abstraction. In a second experiment, a new group of participants judged the gender of the protagonists from the stories generated in Experiment 1, after the explicit linguistic gender cues were removed. Consistent with the dispositionality factor, linguistic abstraction moderated the effects of the gender stereotypicality of the context (masculine, feminine, or neutral) on participants’ gender judgments. Discussion focuses on the implications of the results for the communication of gender stereotypes and the effects of linguistic abstraction in more naturalistic language.     

The role of gender and gender role similarity in readers' identification with story characters

This study tested the hypothesis that adult readers would identify with story characters who display a similar gender role orientation. Male and female readers rated their identification with male and female characters who acted in either a masculine or feminine manner in short story vignettes. The primary finding was an interaction between gender role of reader and gender role behavior of character: as predicted, androgynous and undifferentiated readers identified equally with both masculine and feminine characters, masculine readers identified more strongly with masculine characters than feminine characters, and feminine readers identified more strongly with feminine characters than masculine characters. Further, androgynous readers identified somewhat more strongly with both types of characters than undifferentiated readers. However, the predicted effect of gender similarity between reader and character did not exert a strong influence on the identification process. In addition, feminine subjects reported greater identification across all four stories than masculine and undifferentiated subjects. Finally, of three questionnaire measures of empathy tested, only Davis's (1983) Interpersonal Reactivity Index (Empathic Concern subscale) significantly predicted general level of identification; as expected, these scores were significantly correlated with femininity gender role scores.     

Marital Processes Linking Gender Role Attitudes and Marital Satisfaction Among Mexican‐Origin Couples: Application of an Actor–Partner Interdependence Mediation Model

Informed by dyadic approaches and culturally informed, ecological perspectives of marriage, we applied an actor–partner interdependence mediation model (APIMeM) in a sample of 120 Mexican‐origin couples to examine (a) the associations linking Mexican immigrant husbands’ and wives’ gender role attitudes to marital satisfaction directly and indirectly through marital processes (i.e., warmth and negativity) and (b) whether the associations between spouses’ gender role attitudes and marital processes were moderated by wives’ employment. Although previous research has identified spouses’ gender role attitudes as potential predictors of spouses’ marital satisfaction, no study has examined these links in a dyadic model that elucidates how gender role attitudes may operate through processes to shape marital satisfaction and conditions under which associations may differ. We found that when spouses reported less sex‐typed attitudes, their partners reported feeling more connected to them and more satisfied with the marriage, regardless of whether wives were employed. Our results suggest that marital satisfaction was highest for those Mexican‐origin couples in which marital partners were less sex‐typed in their attitudes about marital roles to the extent that partners’ attitudinal role flexibility promoted spouses’ feelings of warmth and connection to their partner.     

Wired for Gender: Experientiality and Gender-Stereotyping in Computer-Mediated Communication

The present experiments examined how experiential thinking moderates gender stereotyping in anonymous, text-based computer-mediated communication. In Experiment 1, participants played a trivia game with an ostensible partner via computer, represented by a randomly assigned gender-marked character. Consistent with the cognitive-experiential self-theory, high experientials were more likely than lows to infer their partner's gender from arbitrary characters and also exhibited greater conformity to the male- than to female-charactered partners. In Experiment 2, when the partner's comments revealed gender-linked language differences, high experientials were more likely than lows to base their gender inferences on the linguistic features. Women were more likely to accept the partner's answers when masculine than feminine questions were asked and showed greater overall conformity than men, but such self-stereotyping was more pronounced among high experientials than lows.     

La valorisation professionnelle des caractéristiques de personnalité masculines,féminines et androgynes

This article examines the professional valorisation of gender-typed traits. In the study, participants should assess masculine, feminine and androgynous profiles in a set of professional contexts obtained by the crossing of social status (high versus low), gender (masculine versus feminine) and sector (production versus maintenance) of occupations. Consistent with a gender- typed trait matching model, the results showed that masculine profiles were the most valued ones in the most masculine occupations, feminine profiles were mostly valued in the most feminine occupations while androgynous profiles were the most valued in gender ambiguous occupations. Of particular interest was the fact that the perception of occupations’ gender was a function of the interaction between the gender and the sector of occupations (i.e.: the most masculine occupations were those that were stereotypically masculine and belonging to the production sector; the most feminine were those that were stereotypically feminine and belonging to the maintenance sector; the stereotypically masculine and maintenance occupations as the stereotypically feminine and production occupations were perceived as less gender typed).     

Gender‐Role Orientation and Alcohol Treatment Outcome1

This study investigated the function of gender‐role orientation as a predictor of socially focused alcohol treatment outcome. Participants were drawn from a randomized controlled trial involving home detoxification with an add‐on psychological intervention to enhance social support and coping. Participants were classified into 4 gender‐role types (androgynous, masculine, feminine, or undifferentiated). Analysis was conducted relating to differential (between gender‐role groups) treatment effects in relation to the main outcome measures of alcohol consumption, alcohol‐related problems and self‐esteem. The relationship between perceived social support and gender‐role type as a function of treatment outcome was also explored. Levels of psychological masculinity and femininity were more predictive of a socially focused treatment outcome than were sex differences.     

Age and Gender Differences in Children's Halloween Costumes

Based on data reported by Serbin and Sprafkin (1986), we predicted that the Halloween costumes of first and second graders would be less gender stereotyped than those of preschoolers and children in kindergarten. Children from one public elementary school and two preschools (N = 178) were individually interviewed on Halloween. Children were asked which character they were, who they wanted to be next year, and their age. The resulting 113 different costumes were then rated by college students for degree of masculinity, femininity, and scariness. In addition to main effects of gender and grade, two of four predicted interactions were significant. Older boys tended to prefer less masculine and more feminine costumes than younger boys, and older girls tended to prefer more masculine and less feminine costumes than younger girls.     

Reducing the backlash effect: Self‐monitoring and women's promotions

Previous research shows that masculine (agentic) women suffer from a backlash effect in which they are sanctioned for violating the feminine gender role stereotype. We examine the impact of self‐monitoring on the promotion rates of MBA men and women over an 8‐year period following graduation. Results show that women who were more masculine as well as high on self‐monitoring received more promotions, suggesting that self‐monitoring is associated with an absence of backlash effects.     

The influence of parents and family context on children's involvement in household tasks

To determine the relative impact of a number of family variables on children's performance of gender-typed household tasks, this study took account of the gender of the child, the gender of a sibling within the same age range (8–14 years), whether a first or second child and three parental variables: the degree of encouragement given to perform masculineand femininetasks, parental involvement in the same tasks, and parents' general egalitarianism. The sample consisted of 191 white, mainly Anglo Australian two-parent families, with the two oldest children in a boy—boy, girl—girl, boy—girl, or girl—boy sequence. To check on the robustness of effects, measures were taken on two occasions, on average 16 months apart. Among the family context variables, the gender of the child was the strongest contributing variable, with girls doing more feminine tasks than boys and boys doing more masculine tasks than girls. There was limited support for the proposition that first children do more housework than second children of the same gender, while the results for gender of sibling were small and inconsistent. Among the parental variables, encouragement had strong positive effects for feminine tasks (i.e., more encouragement by parents corresponded to more involvement by children). In contrast, parental involvement in the same tasks (modeling) and parental egalitarianism predicted only the performance of masculine tasks, and the direction of the effects was mostly negative (e.g., the more a father was involved in masculine tasks, the less a child did of those tasks). The results point to involvement in gender-typed activities being influenced by multiple factors, with parental encouragement and gender of child being most prominent among these. They also point to the value of sampling on more than one occasion and of considering separately the performance of feminine and masculine tasks. This research was financially supported by the Australian Research Council. We are happy to acknowledge that support, together with the essential assistance of the Department of Education and the many parents and children who participated in the study.     

Processing of Grammatical Gender in a Three-Gender System: Experimental Evidence from Russian

Four experiments investigated the effect of grammatical gender on lexical access in Russian. Adjective–noun pairs were presented auditorily, using a cued-shadowing technique in which subjects must repeat the second word (the target noun), following adjectives that are either concordant or discordant with the noun's gender. Experiment 1 demonstrates gender priming with unambiguous adjectives and phonologically transparent masculine or feminine nouns. Experiment 2 examines priming for transparent nouns against a neutral baseline (possible only for feminines and neuters), revealing that priming is due primarily to inhibition from discordant gender. Experiment 3 demonstrates gender priming with phonologically opaque masculine and feminine nouns. Experiment 4 returns to transparent masculine and feminine nouns with a different kind of baseline, using three versions of a single word root (prost—simple, in the feminine adjectival form prostaja, masculine adjectival form prostoj, and the adverbial form prosto ), and shows that gender can also facilitate lexical access, at least for feminine nouns. We conclude that Russian listeners can exploit gender agreement cues on-line, helping them to predict the identity of an upcoming word.     

Client Gender and Sex Role: Predictors of Counselors' Impressions and Expectations

Researchers of this study questioned: Are clients (male or female) with self-reported “masculine” versus “feminine” role orientations viewed more favorably by counselors? Which is more predictive of the counselor's impressions: the client's gender or his or her sex role orientation? Results suggested that highly masculine and highly feminine clients (regardless of gender) are perceived as more socially skilled and likely to experience a positive therapeutic outcome. Gender did not uniquely predict counselors' impressions. Highly feminine women clients, however, were viewed as more socially skilled than were highly feminine men. On average, clients were viewed as friendly and submissive.