An exploratory study of early childhood teachers’ attitudes toward gender roles

This study explored the relationship between early childhood teachers’ adult gender role beliefs and their attitudes about children’s gender role behavior. The teachers, most of whom were women, expressed nontraditional beliefs regarding gender roles for adults. This feminist orientation appeared to be related to perceptions about child rearing in that teachers who espoused nontraditional gender role beliefs for adults also did for children. In addition, it was found that teachers were more accepting of cross-gender role behaviors and aspirations from girls than boys, and that this difference was related to homophobia. There were strong relationships found between child rearing gender role beliefs and attitudes toward gay men and lesbians. This study is based on a doctoral dissertation completed by the first author under the direction of Nancy Barbour and Beth Swadener. We wish to thank them for their support, comments, and suggestions.     

A theory of appropriate statistics

A formal theory of appropriateness for statistical operations is presented which incorporates features of Stevens' theory of appropriate statistics and Suppes' theory of empirical meaningfulness. It is proposed that a statistic be regarded as appropriate relative to statements made about it in case the truths of these statements are invariant under permissible transformations of the measurement scale. It is argued that the use of inappropriate statistics leads to the formulation of statements which are either semantically meaning-less or empirically nonsignificant.This research was supported in part by each of the following grants: National Science Foundation Grant GS-333 to the University of Oregon; National Science Foundation Grant to the Institute of Human Learning, University of California, Berkeley; and National Institute of Mental Health Grant MH-08055-01 (under the direction of Ernest W. Adams), also to the Institute of Human Learning. Work on this project was carried out in part during Robert F. Fagot's tenure as Public Health Service Special Fellow (No. MSP-15800) at the University of California, Berkeley, 1962-63; and during Richard E. Robinson's tenure as National Science Foundation Science Faculty Fellow at Stanford University, 1962–63.     

GENDER COMPARISONS OF MATHEMATICS ATTITUDES AND AFFECT

This article reports the complex results of meta-analyses of gender differences in attitudes and affect specific to mathematics. Overall, effect sizes were small and were similar in size to gender differences in mathematics performance. When differences exist, the pattern is for females to hold more negative attitudes. Gender differences in self-confidence and general mathematics attitudes are larger among high school and college students than among younger students. Effect sizes for mathematics anxiety differ depending upon the sample (highly selected or general). One exception to the general pattern is in stereotyping mathematics as a male domain, where males hold much more stereotyped attitudes ( d = -.90). While affect and attitudes toward mathematics are not the only influences on the development of gender differences in mathematics performance, they are important, and both male and female affect and attitudes should be considered in conjunction with other social and political influences as explanations.     

Men's and women's ratings of life satisfaction by age of respondent and age interval judged

A total of 432 people in six age groups rated the satisfaction of their current, past, and projected future lives. Average ratings for men and women did not differ. However, the triple interaction of sex × age of respondent × age interval judged indicated an optimism toward the future on the part of women. Compared with men of the same age, women judged the age interval prior to their own, as well as their present age interval, as being less satisfying than did the men. But women expected levels of satisfaction in the future to be higher than men expected. This optimism is attributed to socialization differences as well as the hope engendered by the current feminist movement.     

Organizational Coverups: Factors Influencing the Discipline of Information Gatekeepers1

This study examines factors that influence the severity of discipline administered to a subordinate information gatekeeper who is guilty of covering up an event and concealing and distorting information. Undergraduate business students read one of eight versions of a case depicting faulty upward communication, in which three variables-the superior-subordinate dependency relationship, the subordinate's motivation, and the subordinate's remorse-were manipulated. Unethicality of the offense was evaluated to be quite high across all experimental conditions, yet mild discipline was recommended when the superior was highly dependent on his subordinate and when the subordinate acted out of altruism for his superior. Probability of reoccurrence of the infraction was judged lowest when the offending subordinate displayed remorse. These findings are interpreted as representing a pragmatic orientation toward discipline based on perceived costs or benefits to the administrator. Conditions that increase the vulnerability of decision-makers to faulty upward communication are discussed.