领导者性别身份的评价差异：基于内隐领导理论的实证分析

本研究基于内隐领导理论,运用配对问卷法,探究领导者性别身份的三种评价差异：自我评价与下属评价的差异,男性领导与女性领导的下属评价差异,男性下属与女性下属的评价差异。结果显示,与领导者自评的性别身份相比,下属易高估领导者的男性化;且下属评价男性领导的男性化显著高于女性化,而评价女性领导时两者并不存在显著差异。此外,男性下属对领导男性化的评价高于女性下属的评价。     

Gendered Racial Identity of Black Young Women

In order to understand the experience and identity development of Black adolescents and young women, it is important to understand the intersection of race and gender, or gendered racial identity development. The study sought to unpack aspects of social identity particularly gendered racial identity from the phenomenological perspective of participants. This study included dyadic focus groups of 17 African American young women between the ages of 15?C21. Participants were asked about meaning and salience of gendered racial identity. Results suggest that gendered racial identity had greater salience for the participants as compared to the separate constructs of racial or gender identity. The participants identified with negative stereotypes and images of African American women, issues of colorism and standards of beauty. They also emphasized the importance of self-determination. Furthermore, when asked directly about the meaning of race and gender in their lives participants indicated that race and gender simultaneously influenced their perceptions of themselves. The findings that emerge from this study further the discourse regarding limitations that may occur when using single identity factor models to understand identity development among ethnic minority youth. Implications for prevention programs and areas for future research are included.     

女性员工如何进行性别身份印象管理?

女性员工性别身份印象管理是指女性员工为了扭转他人对自己女性身份的偏见和消极印象,而影响他人看法的过程。性别身份印象管理策略包括社会再范畴化策略和积极区分策略,前者旨在减少与女性身份的联系,后者意在强调女性身份的积极意义。两类策略会对女性获得的评价、职业发展和个人福祉产生不同的效果;工作场所偏好、性别刻板印象强弱等因素调节了这两类策略的效果。未来研究应继续从性别身份印象管理、组织干预和中国文化背景等方面探讨如何减少性别歧视对女性员工的影响。     

Making gender matter: the role of gender-based expectancies and gender identification on women's and men's math performance in Sweden

It is well established that an emphasis on gender differences may have a negative effect on women's math performance in USA, Germany and the Netherlands. It has further been found that an individual's identification with the stereotyped group may moderate effects of negative stereotypes. The present study investigated how gender-based expectancies affected the math performance of women and men in Sweden, a nation with a smaller gender gap than in other countries, and a strong cultural emphasis on gender equality. Participants, 112 female and 74 male undergraduate math students from Swedish universities, completed a difficult math test in which their gender was either linked to their test performance or not. Men performed better than women when gender was made relevant among participants who did not see their gender as an important aspect of their identity, while participants high in gender identification were unaffected by gender identity relevance. Moreover, the gender relevance manipulation affected men's performance more than women's. The results deviate from findings on US samples, indicating that the role of group identification as a moderator of stereotype-based expectancy effects is complex, and that factors in the cultural context may interact with individual differences in identification to determine the impact of negative stereotypes.     

College Women��s Feminist Identity: A Multidimensional Analysis with Implications for Coping with Sexism

This study examined components of women's feminist identity and possible relations to their reported coping responses to sexism. A sample of 169 undergraduate women (M?=?19.4?y, SD?=?1.2) from diverse ethnic backgrounds completed surveys assessing their experiences and gender-related views. The first set of analyses revealed that women's social gender identity, exposure to feminism, and gender-egalitarian attitudes independently contributed to feminist identification; moreover, non-stereotyping of feminists further predicted feminist self-identification. A second set of analyses tested the relative contribution of feminist identity components to women's cognitive appraisals of coping responses to sexual harassment. Seeking social support was predicted by self-identification as a feminist (for White European American women only). Confronting was predicted by social gender identity, non-stereotyping of feminists, and public identification as a feminist. Findings highlight possible components of women's feminist identity and their possible impact on coping responses to sexism.     

Early Childhood Traumatic Development and Its Impact on Gender Identity

The author clarifies issues of gender identity typical to contemporary Western societies. Nowadays, we tend to emphasize self-autonomy as the main target of the individual's development. In adolescence this may cause many questions as to the adolescent's conception of his or her gender and sexual identity. These questions are the outcome of early development, and thus early traumas may impact the entire gender development. In this context, trauma includes not only major violations such as sexual abuse, terror attacks, and so forth, but also comprises events heretofore considered minor.     

From Pink Frilly Dresses to ‘One of the Boys’: A Social‐Cognitive Analysis of Gender Identity Development and Gender Bias

In middle childhood, many girls go through a curious metamorphosis, in which their earlier embrace of all‐things‐feminine appears to transform into an identity as a tomboy. We believe this striking shift, observed in girls but not boys, signifies a critical development in children’s socio‐cognitive functioning, with implications for their understanding of gender as it relates to their identity and their social relationships. In this article, we review the evidence for this identity shift and present a theoretical account that integrates ideas from social cognition and social development. We argue that this identity shift involves the emergence of public regard and status awareness, with concurrent increases in the complexity with which knowledge associated with gender categories is represented in the mind. We then posit that these changes have important implications for the developmental trajectory of implicit and explicit gender attitudes and stereotypes, and we present a set of predictions generated by our theoretical analysis.     

Masculinity unraveled: the roots of male gender identity and the shifting of male ego ideals throughout life

A model of masculine gender identity development is presented that demonstrates how a male's sense of his masculinity and the ambiguities of his gender are being reworked throughout his life. Of factors shaping the boy's sense of masculinity early on, particular emphasis is placed on the role of the involved father, the nature of the parental relationship, and the mother's recognition and affirmation of her son's maleness. While healthy masculine gender identity is founded predominantly on the boy's unique struggles in separating from his mother, it does not result from what has been traditionally viewed as the boy's disidentification from her (and from the feminine more generally). Indeed, boys who need to violently repudiate their identifications with their mother are more susceptible to a fragile, rigid masculine identity and narcissistic psychopathology. A case example of a young adult man illustrates the impact of identifications with both parents. The interplay of early masculine identity development and later life challenges confronting the adult male is briefly noted. "Masculine" ego ideals shift across developmental junctions until, ultimately, a more mature sense of masculinity emerges: the phallic wish to deny differentiation and maintain unlimited possibility is renounced and mourned and certain real limits concerning sex, gender, and generational differences are accepted. This reshaping of the "masculine" ego ideal consequently involves the transformation of a man's previously adaptive "phallicism" into more realistic, "genital" ego ideals-an achievement involving interplay between masculine and feminine identifications and the integration of antithetical elements no longer so unconsciously gendered.     

Not Always a Straight Path: College Students’ Narratives of Heterosexual Identity Development

Research has recently begun to examine heterosexual identity development, providing preliminary evidence of variation within a sexual identity category that has frequently been conceptualized as uniform and unremarkable. The current study sought to classify and describe young adult participants’ narratives on their heterosexual identity development using Worthington et al. (2002) heterosexual identity status model. Participants included 1,051 heterosexually-identified undergraduates (632 women; 419 men) from two public universities in the western United States who provided written narratives about their sexual identity development. Responses were analyzed for levels of identity exploration and commitment, which were used to create five identity status categories. The majority of participants described identity commitment with passive exploration, with more men in this category than women. A significant subset of participants described identity commitment with active exploration, with more women in this category than men. Smaller numbers of participants described active exploration without commitment, unexplored commitment, and identity diffusion. More women were in the active exploration without commitment status than men; no gender differences emerged in the other two statuses. Participants classified into statuses with active exploration and higher commitment also evidenced higher scores on quantitative measures of sexual identity exploration and commitment, respectively. Men evidenced higher quantitative scores than women on identity commitment; there were no gender differences in the quantitative assessment of identity exploration. Findings support the existence of variations and systematic gender-based differences in young adults’ heterosexual identity development.     

The shaping of masculinity: Revisioning boys turning away from their mothers to construct male gender identity

This paper offers an understanding of the nature of the internalization processes involved in the shaping of male gender identity founded on the boy's unique struggles in separating from his mother. The underpinning for the initial development of a sense of masculinity is reconsidered as the author questions the widely held idea of Greenson and Stoller that a boy normatively has to 'dis-identify' from his mother to create his gender identity. Import rather is placed on the conscious and unconscious aspects of the mother's (and father's) pre-oedipal and oedipal relationship with their little boy in order better to understand the nature of the boy's unique identifications and subsequent sense of masculinity. Both the security of the boy's attachment to his mother, in providing the foundation for a transitional turning to an 'other', and the mother's capacity to reflect upon and recognize her own, as well as the father's and her son's, subjectivity and maleness, are crucial in comprehending boys' 'attachment-individuation' process. Likewise, the unconscious paternal and maternal imagos and identifications of both the boy's mother and father, as well as the father's pre-oedipal relationship with his little boy and the boy's mother, are extremely significant in shaping a son's gender identity. The author argues that these early maternal (and paternal) identifications live on in every male and continue to impact the sense of maleness in a dialectical interplay throughout the life span. A maturing gender identity develops from integrating these early, pre-oedipal maternal identifications that no longer need be repudiated nor defensively organized as polarized gender splitting.     

Genders and sexualities in individuation: theoretical and clinical explorations

Abstract :  Gender assignment, as a key aspect of identity and cultural position, has existed throughout recorded time and across all cultures. An individual's biological sex and particular cultural milieu has a profound effect on their sense of themselves as a gendered being. Sexuality is a more recent marker in identity formation. In the last few decades there has emerged a great deal of interest in the psychology of gender formation, in the interplay of biological sex, culture, brain development, and attachment experiences in the formation of gender identities. Queer theory in its post-modern deconstructionist thinking has suggested that gender is a socially 'constructed' concept having no biological or psychological precursors or realities. Contemporary developmental psychoanalysis is bridging the gap between concepts of gender as purely biological and gender as non-existent. In this paper I explore the emergence of same-sex desire at mid-life, presenting two case histories with extensive dream material. The impact of sexual desire on gender identities is examined through the lenses of culture, dynamic systems theory, neuroscience, and depth psychology. The use of dream analysis as a window into the body/mind movement of gender emergence reflects my sense of gender as a fluidly shifting reality of mind, neither hardwired nor fictional.     

Australian Trans Men: Development,Sexuality, and Mental Health

The aim of the study reported in this article was to gain an understanding of the experiences, developmental trajectories, and mental health status of Australian trans men. Participants were 279 trans men. The majority preferred to identify as “male”; from an early age, they had experienced their gender identity as different from that normatively expected of their natally assigned sex and had undertaken practices so as to facilitate their presentation as male in accordance with their gender identity. A majority reported a diagnosis of depression or anxiety within the last 12 months and attributed suicidal ideation and self‐harm and attempted suicide to personal issues with gender identity. Going through a masculinisation process and coming out reportedly led to improved mental health. The findings highlight the need to educate mental health and health care professionals on trans issues.     

Mismatched Lovers: Exploring the Compatibility Between LGBTQ+ Identity Theories and Gender and Sexual Plurality in Sri Lanka

Sexual and gender identity development theories in psychology and sociology exert considerable influence over discourse on gender and sexuality, shaping key domains such as counseling, education, and social work, as well as public policy and advocacy. While a robust body of literature has developed in critique of such theories and models, they continue to be applied in the Global South without much thought for their relevance to various non-Western cultural contexts. The current study explores the fit of these identity development theories to the experiences of 15 non-heterosexual and transgender individuals in Sri Lanka, gathered through a qualitative study of the question in 2016. These participants articulated gender and sexual self-conceptions that were incongruent with major identity development theories in significant ways. A broad majority failed to endorse central or salient sexual identities, while demonstrating a fluidity in object choice, sex roles, and sex acts, thus rupturing the theoretical notion of stable and coherent identities. Transgender participants did not demonstrate identity synthesis or pride and complicated theoretical understandings of sexual intimacy. These findings highlight the necessity of considering individual differences and cultural contexts when studying gender and sexuality and the dangers of universalizing theories across cultural differences.     

Addressing a Divide in the Conceptualization of the Gender-Crime Relationship: A Comparative Test of Gender and Sex Using General Strain Theory

While criminology has long recognized the impact of gender on crime, many criminological theories continue to measure sex rather than socially constructed gender identities. Research has also struggled to directly compare these measures within a theoretical context. This study examines the impact of sex and gender identity variables using the framework of General Strain Theory. A total of 1,457 college students were surveyed on measures of General Strain Theory, biological sex, gender identity, and a range of deviant behaviors. Findings indicate that gender identity produced a stronger predictive model of deviance than biological sex, and suggest a means for research to account for gender when studying deviance.     

A Quest for Authenticity: Contemporary Butch Gender

A model of contemporary butch identity has been constructed from the analysis of a series of semistructured interviews with butch-identified women who described their gender in relation to their own experiences and beliefs. The analytic process entailed a grounded theory approach (Glaser & Strauss, 1967). The results of the study describe how butch-identified women conceptualize their gender identity and how it affects their social relations within lesbian and heterosexual communities. The core category in this model (i.e., A Quest for Authenticity) frames butch identity as entailing an ongoing process of negotiation between an essential sense of lesbian gender and gender presentation demands that are understood in relation to the signification and meaning of genders across social contexts.     

The Constructive Use of Power and the Philosophy of the Self in the Training of Family Therapists

Abstract

This article presents findings from an exploratory qualitative study, which used individual interviews and a focus group to investigate how women in Black-White interracial heterosexual partner relationships retrospectively described their racial identity development and the influence of gender identity development on this process. Social consrructionist, feminist, and racial identity development theories guided the grounded theory methodology. Participants described both constraining and empowering racial identities. Salient constraining racial identities were being a “sell-out” or “traitor,” being a “rule-breaker,” having a masked reference group orientation, needing to prove reference group orientation, and having minority family status. Empowering racial identities included refusing to take sides, being “not racial,” being neutral, identifying by respect rather than by race, having a multiple reference group orientation, being strong, and being an educator and mediator.

Gender identity themes of strength and resiliency emerged as significant influences in racial identity development. Suggested questions for use within a narrative therapy context provide a clinical application of findings from the study.     

Adolescent Female Identify Development

The purpose of this study was to (a) add to the current literature on female identity development and (b) determine whether a gender specific pattern of identity formation is evident in females during their early and middle adolescent years. The Measures of Psychosocial Development (MPD) was administered by graduate students to 317 males and 332 females in sixth, eighth, tenth, and twelfth grades from schools in a small and a mid-sized mid-western city. The schools were selected because they were representative of the racial/ethnic status of the cities (African American, 12%, Asian American, 4%, European, 63%, Latino, 10%, and Native American, 6%; 5% did not state their ethnicity). The results of the two by four analyses of variance (gender by grade) indicated that females blend interpersonal and intrapersonal identity development, whereas males appear to develop only intrapersonal identity. Limitations and recommendations for future research are also included.     

The relationship between positive parental involvement and identity achievement during adolescence

Parental support and provision of structure are linked to positive outcomes in adolescents, yet the influence of parental involvement on identity development during adolescence has not been clearly established. The present study examined the relationship between adolescent identity achievement and parental support, social monitoring, and school monitoring among 10th and 12th graders. It was hypothesized that parental support and monitoring would be associated with higher identity achievement. It was also our goal to clarify the relationship between gender and adolescent identity achievement. The girls in this study reported higher levels of each of the positive parental involvement factors than did boys, but there were no gender differences in identity achievement. Parental support and monitoring of social and school activities were significant predictors of identity achievement across age and gender. Results also suggested that the association between parental involvement and identity achievement differs by gender and it changes as a function of age.