Sex role attitudes of self and those inferred of peers,performance, and career opportunities as reported by women in nontraditional vs. traditional training programs

Compared to 135 women in traditional training programs (health care — nursing assistantship), the 151 women in nontraditional training programs (trades and technology — welding, drafting, electronics engineering technology, air conditioning technology, metal fabrication, etc.) were expected to report more egalitarian sex role attitudes and to perceive their peers in the program as more egalitarian also. They were expected to demonstrate greater academic success than traditional women in these nontraditional programs. Overall support was found with the exception that nontraditional women in the nontraditional program expected more difficulties than the traditional women outside than program. These findings were interpreted as reflecting person by environment fit and the consensual validation of sex role attitudes made possible by perceived similar-minded peers. The greater difficulties foreseen by women in the nontraditional program suggested systemic discrimination in the work force outweighed person by environment fit, in the women's assessment of nontraditional career opportunities.     

School stress reported by children in grades 4, 5, and 6.

Stress in the school environment of 269 elementary school children attending Grades 4, 5, and 6 of a metropolitan school district were assessed using the School Stress Questionnaire. The effects of sex, ethnic background (minority vs nonminority), type of classroom placement (regular education versus special education), and family structure (traditional versus nontraditional or divorced) were investigated. Children from nontraditional or divorced families had significantly higher school stress than children from intact families. The possibility that these results are a reflection of society's negative attitudes toward children living in nontraditional families is raised.     

Women in Technology: A Program to Increase Career Awareness

Most women work to help support themselves and their families. Unfortunately young women are not often encouraged to explore occupational options that offer increased economic mobility. This article describes a program designed to develop awareness of nontraditional technical careers for women, careers that require less than four years of postsecondary education. Attended by guidance counselors and math and science teachers, the conference explored the psychological implications of nontraditional choices as well as provided information about these occupations. The article also discusses funding, program development and design, and evaluation.     

Mitigating Gender-typed Occupational Preferences of Zimbabwean Primary School Children: The Use of Biographical Sketches and Portrayals of Female Role Models

The present study was designed to investigate the influence of children’s books in promoting nontraditional career aspirations of primary school girls in Zimbabwe. Children who used specially written readers that contained biographic sketches of women role models in nontraditional careers comprised the treatment group; the control group consisted of non-user children. Survey data were collected from these subgroups using multiple data collection techniques. Analysis indicates that career preferences of the treatment group were not conditional on background characteristics. As expected, analysis of post-treatment perceptions showed that girls had significantly greater interest in the careers of role models than did boys. Finally, the former also expressed more interest in nontraditional occupations during post-test analysis than the control group did.     

Sex-role traditionalism and fear of success

In the present study 33 adult women completed Horner's measure of fear of success, filled out a questionnaire that tapped sex-role traditionalism and negative attitudes toward the women's liberation movement, and answered questions concerning their political beliefs and educational backgrounds. In line with some of Horner's contentions, it was found that fear of success is more common among nontraditional women — those who favor the women's movement, have more education, and hold liberal or radical political beliefs. Fear of success is not a correlate of traditional femininity but rather a sign of conflict experienced by ambitious, nontraditional women. Implications and further questions are discussed.     

Plans for balancing work and family life: Do women pursuing nontraditional and traditional occupations differ?

Work-involvement plans of women pursuing training in three fields are compared. Three approaches to the connection between gender and work are reviewed: an occupational, a differential gender socialization, and a role conflict approach. Data from 173 female students in traditional (nursing) and nontraditional (engineering and veterinary medicine) fields are used. The work plans of women pursuing these traditional and nontraditional occupations were similar. A minority in each field expected to work full time when their children were of preschool age. We obtained modest support for the structural and differential gender socialization approaches, and substantial support for the role conflict approach. Plans to pursue nontraditional professions do not appear associated with plans for nontraditional family life.     

Bragging About One's School Grades: Gender Stereotyping and Students' Perception of Their Abilities in Science,Mathematics, and Language

Three studies examined stereotypes about the abilities of women and men and their implications for self-evaluation. All the three studies suggest that women are generally perceived as better than men in language and that men are generally perceived as better than women in science and math. Furthermore, Study 1 reveals that female university students in psychology who believe that men are better than women in science feel significantly less able in science, have lower self-esteem, and report lower school average than students who do not believe that men are better than women in science. Study 2 shows that female high school students in a language career track rate their own ability in science less highly and report lower school grades in math when gender stereotypes are salient than when they are not. Study 3 shows that male university students in science tend to rate their own ability in language less highly and report significantly lower school grades in language when gender stereotypes are activated prior to their self-evaluation than when they are not. Overall, the findings suggest that gender stereotypes can have detrimental consequences for self-concept of ability of both male and female students. The theoretical and practical implications of these results are discussed. This revised version was published online in August 2006 with corrections to the Cover Date.     

The Place of Mania Among the Depressions from a Biological Standpoint

One hundred college women completed a situational story that dealt with a traditional feminine occupation, while another 100 women completed a story that dealt with a more nontraditional, masculine occupation. The stories were used to measure fear of success. All women furnished information on their college major, career aspirations, and year in school, and completed the Masculinity and Ascendency scales from the Guilford-Zimmerman Temperament Survey. Both two- and three-dimensional chi square tests of association were performed to determine the relationship between fear of success and other variables.

Results (p < .05) indicated that fear of success is greater toward a nontraditional occupation, especially for women of low ascendency, and fear of success is greater the closer women get to graduation.     

ANTECEDENT FACTORS DIFFERENTIATING WOMEN AND MEN IN SCIENCE/ NONSCIENCE CAREERS

Factors that differentiate women and men who choose a science career from those who do not were investigated using longitudinal data from 1980 and 1990. The participants (N = 459) were ninth or twelfth graders at six midwestern high schools in 1980. Women in science compared to women in other careers were significantly more likely to value math and science for their future career goals, whereas men in science compared to men in other careers had significantly higher high school grade point averages in natural science and higher career aspirations. Not unexpectedly, both women and men in science careers compared to those in nonscience careers took more high school elective science courses because they wanted to, aspired to higher prestige careers as young adults, and attributed their math successes more to their ability. The male model accounted for more than twice the variance accounted for by the female model, and context variables were not predictive for either model. Suggestions for revising the model and improving the assessment of context influences are made. Implications for research and practice include designing and evaluating programs to increase the number of intellectually able girls valuing math and science as these relate to their future goals.     

Sex-role orientation and achievement context as determinants of the motive to avoid success

Seventy-two female high school students with cumulative GPAs of 3.0 or above were administered the Wellesley Role Orientation Scale and four verbal cues used to measure success-avoidant imagery in response to feminine competitive achievement in a variety of contexts. Results indicated that the arousal of success-avoidant imagery was partially a function of the role orientation (traditional vs. nontraditional) of the students and the context within which the success was presented. As hypothesized, nontraditionally oriented students generated fewer success-avoidant responses across cues than either moderate or traditionally oriented students. However, differences in the proportion of imagery across cues was carried by the differential responses of the nontraditional students, suggesting that the inhibition of achievement behavior among women may be differentially moderated as a function of the salience of the achievement context and their definitions of sex-role-appropriate success.     

Understanding Male Bias Against Girls and Women in Science1

Boys consistently have expressed more negative attitudes toward women in science than have girls. The basis of these negative male attitudes was explored in a sample of 159 male and 158 female science‐oriented high school students. The students participated in a science enrichment program in which positive information about women in science was provided. Consistent with theories of prejudice and stereotyping: (a) at the beginning of the program, more negative attitudes toward women in science were linked to lower science self‐confidence among boys, but not among girls; and (b) following the program, analysis of residual post‐scores (with pre‐scores controlled) indicated that changes in self‐confidence over the course of the program were related significantly to changes in attitudes toward women in science among boys but not among girls. Implications for girls’ and women's participation in science are discussed.     

SELF–PERCEPTIONS OF ABILITY OF MATHEMATICALLY TALENTED FEMALE ADOLESCENTS

Despite their ability, many mathematically talented female adolescents do not aspire to nontraditional careers in mathematics and the sciences. According to the model proposed by Meece, Parsons, Kaczala, Goff, and Futterman (1982), self–concept of math ability is a central mediating variable in predicting long range goals and ultimate achievement in mathematics. The present study tested the hypothesis that, for a sample of 123 mathematically talented female adolescents, consideration of self–perceptions of multiple career–relevant abilities, as measured by Holland's (1977) Self Directed Search, rather than self–concept of math ability alone, is essential to understanding the ideal career aspirations of mathematically talented young women. The results indicate that it is the combined influence of self–perceptions of several career–relevant abilities that differentiates the nontraditional math and nontraditional science career aspirants from more traditional math/science and nonmath career aspiration group members. Implications for professionals working with the mathematically talented female adolescent are discussed.     

Gender-Role Identity,Attitudes Toward Marriage,and Gender-Segregated School Backgrounds

The purpose of this study was twofold: (1) to investigate the relationship between gender-role identity and attitudes toward marriage by comparing Bem's gender schema theory and Spence's multifactorial model of gender identity; (2) to examine the effects of gender-segregated school backgrounds on gender-role identity and attitudes toward marriage. A total of 524 male and 696 female Japanese college students completed the Japanese version of the Bem Sex Role Inventory and a series of questions regarding attitudes toward marriage. Overall results were more supportive of Spence's multifactorial model. The effect of school background was found only in women; women without any coeducational school background had relatively strong masculinity and desired to marry at an older age, but tended to have a conservative opinion about men taking nontraditional roles.     

The Effects of Nonsexist Television Commercials and Perceptions of Reality on Children's Attitudes About Women

To test the hypothesis that television content can teach sex-typed attitudes, this study presented third and eighth graders with television commercials showing either traditional or nontraditional women. Crossing this manipulation, the children's perceptions of the reality of the commercials were altered with instructions that the characters in the commercials were all real people (reality set), that they were all acting (acting set), or that the commercials were just like ones seen at home (no instructions). Results showed that the children's perceptions of reality were successfully manipulated, and that younger children thought all content was more real. The two sets of commercials were found to have a significant differential impact on the children's attitudes about women only for groups that had been in-structed about reality. For these groups, there was an interaction with sex of subject so that eighth grade boys had more traditional attitudes about women after viewing the nontraditional women, while all other groups showed the reverse pattern of means. Finally, rather than the predicted interaction, perceived reality had a main effect such that children who believed the characters to be acting were less traditional in their attitudes about women. This result is supported by a matching correlation between the two variables for the noninstructed groups.     

Traditional and Nontraditional Women's Attributions of Responsibility to Physically Resistive and Nonresistive Rape Victims1

This research examined the interactive effect of women observers' sex-role attitudes and a victim's use of physical resistance on perceptions of victim responsibility for a sexual assault. Women read one of two rape scenarios in which a victim either did or did not physically resist a rapist's attack and made judgments concerning victim responsibility. The observers were categorized as being either traditionally conservative or nontraditionally profeminist in their attitudes toward women and their roles in society. An analysis of responsibility judgments indicated that traditional women perceived a victim who resisted the attack as being more responsible for her own victimization than did nontraditional women, whereas nontraditional women assigned more responsibility to a victim who did not resist than did traditional women. These results are considered from a sex-role socialization perspective; the implications of these findings for legal and health care professionals are discussed.     

Doing and Undoing Gender in Commuter Marriages

Much recent literature has focused on how women and men “do” (and potentially “undo”) gender when juggling home and work responsibilities. Commuter marriages—in which dual-income professionals live apart due to the demands of their jobs—present a strategic context in which to investigate these gendered processes. Drawing upon theoretical work on doing and undoing gender, prior literature about gender dynamics at the nexus of home and work, and data from in-depth interviews with 97 other-sex commuter spouses, this analysis finds that in some ways these nontraditional arrangements are unique sites for undoing gender; yet, in other respects, standard gender roles are crystallized within these relationships. Specifically, for some women, these arrangements provide a respite from domestic demands, enabling them to function as hyper-productive, “masculinized” workers. However, commuter spouses also perform gender in ways that replicate the conventional gender structure. For example, living apart crystallizes many women’s roles as caregivers. These findings have implications for broader literature on gender, family, and work. They also have implications for counselors, institutional practices, and social policy; for instance, they caution against equating female autonomy with gender parity in making family policy.     

Do Middle-Class Students Perceive Poor Women and Poor Men Differently?

In this study, we examined attitudes toward poor women, stereotypes about them, attributions for their poverty, and whether these thoughts and feelings differ from those about poor men. In our Midwestern college students sample (n = 206), attitudes toward poor women were significantly more positive than attitudes toward poor men. In addition, stereotypes of poor women were both more positive and more consistent with gender stereotypes than were those of poor men. Participants endorsed internal attributions for the poverty of both women and men more strongly than external or cultural attributions. However, the content of these attributions was different for the two target groups. Poor women were held responsible for nontraditional familial and reproductive patterns, whereas poor men were held responsible for lack of initiative and self-improvement. For poor men, all types of attributions included references to ability or willingness to work. The three types of attributions were more conceptually distinct for poor women.     

THE RELATION OF SELFEFFICACY AND ASSERTIVENESS TO WILLINGNESS TO ENGAGE IN TRADITIONAL/NONTRADITIONAL CAREER ACTIVITIES

The relation of self-efficacy and assertiveness to the willingness of women to engage in traditional or nontraditional career activities was studied. One hundred and twenty-two undergraduate females took the Career Decision-Making Self-Efficacy Scale (Taylor & Betz, 1983) and the Assertive Behavior Assessment for Women (Osborn & Harris, 1975) and were asked to rate their willingness to engage in the career-related activities of ten traditional and ten nontraditional occupations for women. Strong self-efficacy expectations and assertiveness were related to the willingness to engage in the career-related activities of nontraditional occupations, but not traditional ones. However, regardless of level of self-efficacy or of assertiveness, women were more willing to engage in the career-related activities of traditional occupations. Implications of the results for career counseling are discussed.     

“Doing Gender” and “Doing Religion” in Science: A Cross-National Examination

Women tend to be both underrepresented in science and overrepresented in organized religion, yet the connection between these two phenomena is rarely examined. With survey data collected among 6,537 biologists and physicists from four national contexts—the United States, the United Kingdom, Italy, and India—we test whether science as a social field shapes religious expressions and attitudes differently for men and women. Findings reveal a religious gender gap in India and Italy but not in the United States and the United Kingdom. Further, except in Italy, men had higher odds of perceiving religion and science to be in conflict, believing that their colleagues have a negative attitude about religion, and reporting that science made them less religious. Evidence suggests that men in science may disproportionately internalize normative pressures to masculinize by eschewing religion. Our findings have implications for selection into academic science and the practice of religion among men and women in science.