Having it all? Combining work and family in a male and a female profession

Are women in a female-dominated profession more successfully able to combine work and family obligations than women in a male-dominated profession? To explore this question, a comparison was made between the family status and careers of 747 women librarians (a female-dominated profession) and those of 449 women MBAs (a male-dominated profession). It was expected that the librarians would marry earlier and have more children. This general prediction was not supported. Over half of both groups of women were married, and after controlling for age, there were no differences in number of children. However, many women without children in both groups reported that they would like to be mothers. This disparity between wanting children and not having them was more common for women MBAs than women MLSs. MBAs and librarians were about equally likely to have had job interruptions, but librarians were more likely to have worked part-time. Reasons for an interruption to full-time work were as likely to be for problems finding (full-time) work as for family responsibilities. Librarians' salaries were much lower, but job interruptions and part-time work had a more negative effect on the salaries of women in business. In sum, the data suggest that many of the women surveyed have not combined motherhood with a professional career and that it is probably somewhat more difficult to combine a family with a career in business than with a career in library science.     

A PROSPECTIVE ANALYSIS OF THE RELATIONSHIPS AMONG SEXUAL ASSAULT EXPERIENCES An Extension of Previous Findings

Research has indicated that sexual assault on college campuses is pervasive (Koss, Gidycz, & Wisniewski, 1987) and that a history of sexual victimization serves as a risk factor for future victimization (Gidycz, Coble, Latham, & Layman, 1993). The purpose of the present investigation was to extend the findings of Gidycz et al. (1993) in examining the link among sexual victimization experiences. College women were evaluated for child and adolescent sexual victimization, family adjustment, alcohol use, psychological adjustment, interpersonal functioning, and sexual behavior. Women were reevaluated at 3, 5–6, and 9 months for adult victimization, psychological adjustment, interpersonal functioning, and sexual behavior. Loglinear analysis indicated that chances of being victimized in one time period increased with greater severity of victimization in the preceding time period. The path analysis assessing the mediating effects of these variables on victimization experiences was partially supported. Implications for future research and preventative efforts are discussed.     

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.     

Verbal and nonverbal recognition memory in aphasic and nonaphasic stroke patients

The ability to retain lists of verbal and nonverbalizable items across recurrent recognition tasks was tested in three groups: (1) stroke patients with a left-brain lesion and aphasia, (2) stroke patients with a right-brain lesion and left hemiplegia, and (3) nonneurologically impaired outpatients. As determined with signal detection measures, aphasics were deficient in discriminating words that were to be remembered from those that were not; their recognition of nonverbal visual (geometric art) or auditory (bird calls) patterns, however, was unimpaired. Left hemiplegics showed the opposite pattern. After a long-term interval (<10 min), correct recognition of words was diminished in all groups whereas recognition of visual patterns increased. Both groups of stroke patients adopted material-specific decision criteria which in part accounted for the dissociation of verbal and nonverbal recognition memory by laterality of lesion. Item analysis indicated that aphasics' verbal memory difficulties were affected by acoustic-semantic confusion of list words.     

Processing of written and spoken words: Evidence for common coding

Common processing systems involved during reading and listening were investigated. Semantic, phonological, and physical systems were examined using an experimental procedure that involved simultaneous presentation of two words: one visual and one auditory. Subjects were instructed to attend to only one modality and to make responses on the basis of words presented in that modality. Influence of unattended words on semantic and phonological decisions indicated that these processing systems are common to the two modalities. Decisions in the physical task were based on modality-specific codes operating prior to the convergence of information from the two modalities.