Revisiting university student gender role perceptions

Gender role perceptions of five objects—Ideal Woman, Ideal Man, Most Women, Most Men and Self—were elicited from 3300 university students, 81% of whom were Caucasian, with 7% Hispanic, 6% African-American, and 4% Asian. Profiles of student responses for the five objects provided a comprehensive updating of 1970s research on student gender roles. Women (N= 1842) and men (N= 1148) students generally preferred an androgynous Ideal Woman. Women also preferred an androgynous Ideal Man, but men preferred a masculine sex-typed Ideal Man. Women and men's perceptions of Most Women and Men continued to be sex-typed. Men's self perceptions were androgynous, while women saw themselves as feminine sex-typed. Findings suggest that little change in students' gender role perceptions has occurred in the past 15 years.     

Youth at Risk: Another Point of View

In this rejoinder to Tidwell and Corona Garrett (1994), the authors discuss three important aspects of the term at risk that help to clarify its meaning.     

The Role of Affect and Worldviews as Orienting Dispositions in the Perception and Acceptance of Nuclear Power1

Recent research in risk perception has examined the role of affect and worldviews as orienting dispositions that guide people's decisions about complex and risky topics such as nuclear energy. This study tests and supports the hypothesis that worldviews and affect-laden imagery are highly predictive of perceptions of risk from nuclear power and support for that technology. Furthermore, affect and worldviews each contribute independently to the prediction of nuclear support. We find also that a person's affective imagery associated with nuclear power is systematically related to their worldviews. We conclude that affect and worldviews appear to play similar roles as orienting mechanisms, helping people navigate in a complex, uncertain, and sometimes dangerous world. The implication of this view for the practice of risk communication is briefly discussed.     

An Ecologically Differentiated, Multifactor Model of Adolescent Network Orientation

The paper presents a test of an ecologically differentiated model of social network orientation for adolescents that distinguished between different social network reference groups (family, peers, and nonfamily adults). The model was tested in two consecutive studies. Study 1 describes initial model development (N = 120). Study 2 presents a confirmatory factor analysis with a second sample (N = 430) to replicate the factor structure developed in Study 1. Results supported a three-factor model of network orientation that differentiated between network reference groups. Analyses of concurrent and predictive validity indicated that orientation to network reference groups was differentially related to the perceived quality and frequency of support from members of respective social network groups. Group differences (gender, race) regarding network orientation to different network reference groups were consistent with studies of other social network processes. Implications for the study of the network orientation and the study of social networks more generally are discussed.     

On the time course of negative priming: Another look

In two experiments, the pattern of persistence of negative priming effects across delay intervals of 500 and 2,500 msec was assessed using a within-subjects, random sequencing of delays. Neill and Valdes (1992; Neill, Valdes, Terry, & Gorfein, 1992) have argued that a within-subject experimental design is required for decay of negative priming to be seen, in contrast to results reported elsewhere (e.g., Tipper, Weaver, Cameron, Brehaut, & Bastedo, 1991) showing stable negative priming effects across delays. In neither experiment was substantial evidence of decay detected, raising questions for the notion that suppression necessarily declines across brief temporal intervals and for the assertion that episodic retrieval is the sole source of negative priming.     

Sex differences in knowledge of occupational dimensions across four age levels

The purpose of the present study was to better understand the development of children's occupational knowledge, as assessed by their ability to give ratings to jobs along various dimensions that were similar to ratings given by adults, and to investigate differences in boys' and girls' ratings. Overall, younger students gave higher ratings to the jobs pictured than did older students. Also, females gave higher ratings to three of the four dimensions investigated. Girls rated traditionally female jobs higher on respect and service, while boys rated traditionally male jobs higher on respect and service. Both males and females agreed that more education would be required for the female jobs pictured, but that males would be paid more money for the male jobs pictured.     

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.     

“Kramer vs. Kramer” vs. Kramer: A child's rights ignored

The media continue to exercise power in transmitting values. “Kramer vs. Kramer” made film history recently by claiming an impressive number of Oscars. Written reviews and televised acclamations repeatedly cited the authentic and sympathetic treatment of the parents. However, consistent with society's present attitude toward children, the ethical and legal rights of the child were not addressed. The plot underscored the paternalistic and utilitarian manner by which we approach problem-solving and decision-making which directly involve and affect children.