Gender Differences in the Representation of Violence on Spanish Television: Should Women be More Violent?

Gender differences in the representation of aggressors and victims are an important issue in the study of television violence in order to ascertain whether television contributes (and how) to reproduce or transform the traditional gender regime. Eighty-four hours of Spanish main TV broadcasting stations were randomly recorded during years 2000 and 2005. Variables related to the presentation of aggressors and victims and to the normative context of aggression were selected through content analysis. The results show the minimal presence of women in violent scenes. But women are also the victims of more serious violence. Paradoxically, women’s aggressions appear to have more positive consequences and to be less legitimized. The implications of these findings are discussed from a gender studies perspective.     

Why Have We Been More Successful in Reducing Tobacco Use Than Violent Crime?

Tobacco control efforts have been associated with a significant reduction in the prevalence of tobacco use in the United States. Efforts to reduce the incidence of violent crime have been much less successful. This paper argues that progress on tobacco control stems from the existence of a clear, empirically based, and widely understood analysis of the tobacco problem that articulates (a) the harms associated with its use, (b) the causes of tobacco use, and (c) the programs and policies that could reduce tobacco use. This analysis has guided the development of a network of social organizations that have been advocating for policies and programs that are reducing tobacco use. In contrast, there is not a widely shared, cogent, and empirically based analysis of the problem of violent crime. As a result, efforts to combat violent crime are fragmented and it has proven difficult to generate support for preventive programs and policies. Substantial empirical progress has been made, however, on how violent crime could be prevented. That evidence is reviewed. It is argued that the articulation of this evidence is a critical first step for achieving widespread reduction in the incidence of violent crime. Communication of that evidence to audiences that matter will require that behavioral scientists become better organized to advocate for the adoption of empirically supported practices.     

Are Gender Differences in Basic Human Values a Generational Phenomenon?

The Schwartz Value Survey (SVS) was administered to 979 Canadian knowledge workers to determine whether differences in value priorities between men and women differed significantly between members of the Baby Boomer generation and members of Generation X. Multivariate analysis of covariance controlling for education, income, and scale use revealed a significant gender-by-generation interaction, which signifies that the patterns of differences between men's and women's value priorities were different for Baby Boomers and Generation Xers. Four of the 10 SVS value types (i.e., power, tradition, universalism, and achievement) were associated with both gender and generation. A number of other value types were associated solely with generation. The findings suggest that both gender and generation are important variables in the study of values and should not be considered in isolation of each other.     

Where are the Gender Differences? Male Priming Boosts Spatial Skills in Women

The effects of gender stereotype activation by priming on performance in a spatial task were investigated among a mixed adult sample (including students) of 161 men and women (mean age?=?31.90) from Austria (Europe). They were assigned to one of four experimental groups according to gender and stereotype activation condition. After a male or female gender stereotype activating task, participants worked on a test assessing mental rotation (three-dimensional cube test, Gittler 1990). A significant main effect of priming on the performance in the mental rotation task emerged. Cohen’s d showed a pronounced gender difference emerging only in the female priming condition (d?=?.59), whereas it disappeared in the male priming condition (d?=?.01).     

Do Girls Change More Than Boys? Gender Differences and Similarities in the Impact of New Relationships on Identities and Behaviors

Prompted by research suggesting females' self-concepts are more interpersonally rooted than males', I compare girls' identity changes in reaction to relationships in new social contexts with boys', testing whether identity change processes are the same for each sex. I use survey responses from 320 summer program students about five activity areas: (1) science & technology; (2) computers; (3) athletics & recreation; (4) beliefs & interests; and (5) arts & literature. While girls become more attached to and involved with others, their identity processes are equivalent to those of boys. Girls change more, but their change is rooted in greater sociability, not higher reactivity to new relationships. Findings vary by relationship and activity types, indicating sex differences may reflect gender role expectations.     

Do Women Accommodate More Than Men? Gender Differences in Perceived Social Support and Negotiation Behavior by Spanish and Dutch Worker Representatives

Historically, the role of worker representatives (WRs) is traditionally perceived as masculine. With an increasing participation of women in the workforce, the number of female WRs grows all over Europe. WRs’ main task is to negotiate on behalf of the constituency. We explore how male and female WRs perceive support from their constituency and how this perceived support is related to their negotiation behavior. We test hypotheses about the impact of gender and societal culture on perceived support and accommodating behavior in negotiations. The hypotheses are tested using a quantitative approach among 219 female and 495 male WRs in Spain and 166 female and 398 male WRs in the Netherlands. Following the research question there was no evidence indicating gender differences in accommodating behavior. Results show that a) WRs accommodate less to management in Spain than in the Netherlands; b) female WRs perceive less social support than their male counterparts in Spain, but not in the Netherlands; c) social support is negatively related to accommodating behavior only for female WRs in Spain, but not in the Netherlands. We discuss theoretical and practical implications.     

Are Gender Differences in Self-Reported Rumination Explained by Women��s Stereotyping?

Although Response Styles Theory posits gender differences in ruminative thought related to depression, evidence of these differences resides largely in self-report data, leading us to hypothesize that stereotyping may influence women??s perceived rumination. In an online survey with 94 U.S. Midwestern college women and 74 men, the re-affirmed relationship between gender and rumination (such that women reported higher levels than men) was moderated by general stereotype acceptance and endorsement of traditional roles for women (benevolent sexism). Only for women were stereotype acceptance and benevolent sexism positively related to perceived rumination, suggesting that rumination may be reported most by women who believe it to be a gender-appropriate response and raising questions about the robustness of gender differences in actual rumination.     

Gender Differences in Children’s Hero Attributions: Personal Hero Choices and Evaluations of Typical Male and Female Heroes

The current study investigated gender differences in the personal hero choices, hero attributions, and characteristics attributed to “typical” male and female heroes of children living in the Midwestern United States (N = 103; mean age = 10 years). Questionnaires were completed in a school setting. The majority of girls chose heroes personally known to them; boys chose personal and public figures equally often. Most boys chose same gender heroes; girls’ nominations were mixed. Gender differences were also seen in the characteristics children attributed to their own heroes and in their conceptions of “typical” male and female heroes. Children rated same-gender “typical” heroes more positively on many attributes, except for stereotypically masculine characteristics. Gender socialization, stereotypes, and in-group favoritism were used to explain these findings. Portions of this project were presented at the 2003 Society for Research on Child Development Biennial Meeting. We wish to thank Anna V. Persson and Sara E. Goldstein for their assistance on the early development of this study. We also appreciate the children, teachers, guidance counselors and principals at Leipsic Local School and Pandora-Gilboa Elementary School for making this study possible. Inquiries about this study should be addressed to Shayla Holub, .     

Are There Gender Differences in the Relationship Between Academic Performance and Social Behavior?

A growing body of research suggests that peer-related communication skills and experiences may facilitate academic achievement, especially in the college environment. However, there is substantial evidence that men and women differ in peer-related interaction skills and patterns, suggesting that there may be gender differences in the relationship between academic performance and interaction with peers. Thus far, only one study has systematically examined this gender difference: that of Nezlek, Wheeler, and Rets. In their 1990 work, they reported data that they interpreted as supporting the existence of gender differences in the relationship between the scholastic performance of college students and aspects of their social interactions. The current article presents a reanalysis of their data, snowing that there are no gender differences in the relationship between academic achievement and social participation. This article also reports a study assessing gender differences in relationships between academic performance and loneliness, communication skills, and social acceptance. Participants (208 college students) completed the revised UCLA loneliness scale, tasks assessing five communication skills, and sociometric measures providing multiple indices of social acceptance. Cumulative grade point averages (GPAs) were obtained from the university registrar. Although several significant associations were detected between CPA and the loneliness and communication skill measures, no gender differences in the associations were found. The results are discussed in terms of relationships between the orientations that students exhibit toward peers and their studies.     

Are Gender Differences in Vocational Interests Universal?: Moderating Effects of Cultural Dimensions

Are men and women more similar or different in their interests in careers? This question has propelled decades of research into the association between gender and vocational interests. However, our understanding of this question in an international context remains limited. In this study, we examined gender differences in vocational interests across national and cultural contexts by exploring whether national cultural dimensions would be associated with gender differences in the structure and mean levels of vocational interests in people/things, ideas/data, and prestige. Our findings support similarity in the structure of vocational interests for men and women across 42 countries based on two major models on interests. General trends of gender differences in interests emerge such that in comparison to men, women tend to report a large preference for working with people (versus things; d = 1.04), and smaller preferences for working with ideas (versus data; d = 0.29) and with prestige (d = 0.18). National cultural dimensions appear to moderate gender differences in interests beyond the influences of national gender inequality. Specifically, gender differences in interests in people (versus things) tend to be larger in countries of higher uncertainty avoidance and higher indulgence whereas gender differences in ideas (versus data) tend to be larger in countries of higher indulgence, uncertainty avoidance, and lower power distance. This study highlights how a better conceptualization of the influences of culture can inform vocational psychologists, gender studies researchers, and career counselors’ work with men and women in understanding their vocational interests.

     

Gender Differences in Response to Experimental Forgiveness Prompts: Do Men Show Stronger Responses Than Women?

After recalling interpersonal offenses, undergraduates (106 women, 79 men) were assigned to a control condition or one emphasizing a forgiveness motivation: personal benefit, moral obligation, or goodwill. All three forgiveness conditions facilitated men's forgiveness, although the goodwill condition was most effective. Women's responses did not differ across conditions. Another study of undergraduates (106 men, 112 women) revealed that relative to men, women put more effort into forgiveness before the study, and they were more likely to view forgiveness as a process requiring healing. Study 2's findings may partly explain why men show greater response than women to experimental forgiveness prompts.     

Are Older Adults More Dependent on Visual Information in Regulating Self-Motion Than Younger Adults?

Older adults look at the ground more while they are walking than younger adults do. In the present study, the effect of blocking that exproprioceptive visual information on the walking pattern of older adults was investigated. The first 0.75 m of the floor in front of healthy young adults (n = 10, mean age = 26.0 years) and 2 groups of older adults (n = 10, mean age 65.7 years; and n = 9, mean age = 75.9 years) was occluded. The dependent variables were step velocity, step length, and step frequency. The effect of the manipulation on those kinematic variables increased with age. The older adults had a significant increase in velocity and step length. The possible use of optic flow information from the ground to regulate the velocity of self-motion is discussed.     

When is it Okay to be Alone? Gender Differences in Normative Beliefs about Social Withdrawal in Emerging Adulthood

Sex Roles - Informed by prior work on social withdrawal and gender role norms, the present study utilizes data from a large sample of U.S. (n?=?656) and Canadian (n?=?560)...     

Are Women Perceived as Engaging in More Maladaptive Worry Than Men? A Status Interpretation

Studies 1 and 2 addressed people's perceptions of women's and men's overall maladaptive worry. In Study 1, participants rated how they perceive women's and men's worry in general. In Study 2, participants rated the worry of either a woman or a man whom they know well. As expected in both studies, participants perceived women as experiencing more maladaptive worry than men. A second objective was to compare people's perceptions of women's and men's worry to their perceptions of low- and high-status individuals' worry to determine if a status model can account for the perception that women worry more than men. In Study 3, participants were presented a minimal instantiation of status (Conway, Pizzamiglio, & Mount, 1996). As expected, participants perceived low-status individuals as experiencing more maladaptive worry than high-status individuals. Findings are discussed in terms of gender stereotypes and theoretical models of gender.     

Are There Gender Differences in Emotion Comprehension? Analysis of the Test of Emotion Comprehension

This article examines whether there are gender differences in understanding the emotions evaluated by the Test of Emotion Comprehension (TEC). The TEC provides a global index of emotion comprehension in children 3–11 years of age, which is the sum of the nine components that constitute emotion comprehension: (1) recognition of facial expressions, (2) understanding of external causes of emotions, (3) understanding of desire-based emotions, (4) understanding of belief-based emotions, (5) understanding of the influence of a reminder on present emotional states, (6) understanding of the possibility to regulate emotional states, (7) understanding of the possibility of hiding emotional states, (8) understanding of mixed emotions, and (9) understanding of moral emotions. We used the answers to the TEC given by 172 English girls and 181 boys from 3 to 8 years of age. First, the nine components into which the TEC is subdivided were analysed for differential item functioning (DIF), taking gender as the grouping variable. To evaluate DIF, the Mantel–Haenszel method and logistic regression analysis were used applying the Educational Testing Service DIF classification criteria. The results show that the TEC did not display gender DIF. Second, when absence of DIF had been corroborated, it was analysed for differences between boys and girls in the total TEC score and its components controlling for age. Our data are compatible with the hypothesis of independence between gender and level of comprehension in 8 of the 9 components of the TEC. Several hypotheses are discussed that could explain the differences found between boys and girls in the belief component. Given that the Belief component is basically a false belief task, the differences found seem to support findings in the literature indicating that girls perform better on this task     

Gender and Generativity Issues in Parenting: Do Fathers Benefit More Than Mothers From Involvement in Child Care Activities?

This study explored fatherhood from an Eriksonian developmental perspective and proposed parenting as a key stimulus for fathers' societal generativity. The aims of the study were to examine (1) whether parental generativity (greater time spent in child care activities and higher levels of psychological involvement in the role of parenting) was related to higher levels of societal generativity in fathers, (2) which kinds of child care activities were related to the development of societal generativity in fathers, and (3) whether the same relationships applied to mothers. A total of 134, predominantly White, middle class, Australian cohabiting parents completed questionnaires. Results indicated that parental generativity was related to fathers' societal generativity, but not to mothers. However, particular child care activities that promoted children's social–emotional development were related to fathers' societal generativity, whereas activities that promoted children's academic–intellectual development were related to mothers' societal generativity.     

Are there Local Differences in Support for Violent Radicalization? A Study on College Students in the Province of Quebec,Canada

Support for violent radicalization (VR) is a multidimensional phenomenon determined by individual, social, and contextual variables. However, how local contexts influence the configurations of risk and protective factors leading to the process of VR remains an open question. In line with a socioecological framework, this study aims to investigate local differences in support for VR and its associated risk factors (i.e., immigrant status, social adversity, depression, and collective identity) among college students in Quebec, a Canadian province with a variety of social and political contexts (i.e., Francophone Montreal, Quebec City, rural/suburban areas, and Anglophone communities). A total of 1765 college students (71% women; 73% aged between 16 and 21 years) completed an online survey. Mixed-effects models were implemented to test local differences in support for VR and its risk factors. Results showed that the association between social adversity (i.e., discrimination and exposure to violence) and support for VR varied by local context. Specifically, social adversity was a risk factor across all contexts but Quebec City. Although prevention programs may target common determinants of support for VR, they need to be tailored according to local realities, and in particular the level of social diversity and the relative prevalence of mainstream radical discourses.     

Are there ��His�� and ��Her�� Types of Decisions? Exploring Gender Differences in the Confirmation Bias

Research on biased information seeking demonstrates that after decisions, people show a preference for supporting rather than conflicting information (confirmation bias). In a laboratory study (N?=?86 German undergraduates), we examined the interactive effects of different decision types and gender on the confirmation bias. Our study revealed that women showed less confirmation bias when the decision concerned themselves and their mate (interdependent decision) compared to a decision concerning only themselves (independent decision). In contrast, men showed less confirmation bias when they made an independent compared to an interdependent decision. Results were discussed in terms of self-construal differences between men and women leading to different motivations (defense vs. accuracy) during the information seeking depending on the decision type.     

Are Women More Likely than Men Are to Care Excessively about Maintaining Positive Social Relationships? A Meta-Analytic Review of the Gender Difference in Sociotropy

Sex Roles - Sociotropy is defined as the tendency to overemphasize maintaining positive social relationships (Beck 1983). Although the stereotype that women care more about interpersonal...