性别角色对大学生自卑感、孤独感的影响

目的:探讨性别角色与自卑感和孤独感的关系.方法:采用UCLA孤独量表、缺陷感量表和贝姆性别角色量表对427名大学生进行问卷调查.结果:男大学生比女大学生有更显著的男性特质,女大学生比男大学生有更显著的女性特质;孤独感不存在性别差异,但男性特质及女性特质对孤独感都有显著的负向预测作用;自卑感不存在性别差异,但男性特质的提高能显著降低自卑感,这种作用在个体女性特质高时表现尤为显著.结论:性别角色对孤独感和自卑感有显著预测作用,需对大学生进行正确的性别角色塑造.     

当代大学生性别角色类型与性别角色观调查

本研究采用贝姆性别角色量表调查了三所高校大学生的性别角色类型,并考察了性别角色观。近10年来大学生与性别一致的男性特质和女性特质大幅减少,未分化性别角色大幅增加;不同性别的性别角色变化有所不同,女性向未分化和双性化转变,男性的男性化类型降低,向未分化严重偏移;男女大学生的性别角色观以传统性别观念为基础,逐渐趋向双性化;不同性别大学生的性别角色观存在很大差异,女生期待的理想男性和女性双性化趋向突出,而男生期待的理想男性和理想女性更偏重传统的男性特质和女性特质。     

青少年运动员性别角色双性化的现状研究

性别角色是由一定的文化所认定的适合于男性和女性的行为系统,同时还包括那些被看做是构成男性和女性的基本的态度和情感。为了了解青少年运动员这个特殊群体的性别角色双性化情况,青少年运动员的性别角色双性化在不同性别与训练年限之间具有显著的交互作用。     

女性广告形象性别角色研究综述

性别角色是由一定的文化所认定的适合于男性和女性的行为系统。国内关于广告中女性形象的性别角色研究更多的是停留在非参数的内容分析上,或是利用性别角色的观点对广告中刻板女性形象的社会意义进行定性讨论和分析。这些研究缺乏对广告受众者的研究,因而无法说明广告与受众者之间相互影响的机制;缺乏科学的实证研究,因而无法评估不同女性广告形象对营销传播的实际影响。     

大学生性别角色与职业成熟度的相关研究

以赣南师范学院、武汉科技大学、太原科技大学的466名大学生为被试对象,采用新编大学生性别角色量表和大学生职业成熟度量表进行问卷调查,结果发现：大学生性别角色类型分布双性化占34．9％：未分化占32．0％;女性化占17．3％;男性化占15．9％;大学生男性特质与职业成熟度呈显著相关．女性特质与职业成熟度之间也存在显著相关;不同性别角色类型在职业成熟度上的得分存在显著差异,未分化个体的职业成熟度显著低于其他三种性别角色类型,其他类型两两之间无显著差异。     

两性关系中的权力归属

现行的社会秩序体现了男性的意志、男性社会的意识形态特征.这种特征由性别地位、性别角色和性别气质构成.它们分别属于政治范畴,社会范畴,心理范畴,三者之间相互依赖,形成三体相连而又相互独立的独联体.男性认为女性是他者,他者的存在是威胁和危险.于是男性必须排除这种威胁和危险.     

管理者性别刻板印象及其性别差异研究

管理者性别刻板印象是指人们"一想到管理者就想到男性"的比较固定的期望或看法.国外对管理者性别刻板印象的关注较早,20世纪70年代,美国葛底斯堡大学管理学教授Schein就制定了一份92个项目的"Schein描述性指数",以美国中层管理者为样本对"一想到管理者就想到男性"的刻板印象进行了实证研究.     

基于社会性别理论的女大学生生命教育调查研究

性别角色冲突是女大学生自杀的主要社会原因之一,探明基于社会性别理论的女大学生生命教育的内容与方法是防止女大学生自杀的重要手段。使用自编女大学生生命教育问卷对1914名大学生进行调查。结果表明:本研究调查了大学生的生命教育观及对女性独特生理现象的看法,发现社会性别刻板印象对女大学生的生理现象及生命教育观点有较大影响,男性更多从消极角度来看待女性生理现象,并强调从生活层面来对女性进行生命教育。结论:男女两性对女性生理性别特征的看法存在性别刻板印象,分性别进行生命教育是必要的,女性需从社会性别理论视角来认识自身性别特征,并寻找适合自己的生命意义和自我价值实现方式。     

客家籍大学生性别角色与成就动机的特点及相关研究

通过采用性别角色量表和成就动机量表对客家籍大学生进行研究。结果表明,大学生"双性化"性别角色发展趋势明显,客家籍与非客家籍大学生性别角色类型差异不显著;大学生成就动机水平存在显著的性别、专业与地区差异,客家籍大学生有着更强的成就动机;性别角色与成就动机存在显著的相关,男性化者成就动机水平最高,双性化者次之,未分化者最低。社会、学校、家庭应塑造大学生良好的性别角色形象,弘扬客家文化的优良传统,促进大学生成长与成才。     

男大学生性别角色冲突与心理求助态度--心理求助污名的中介作用北大核心CSSCI

为了考查男性大学生性别角色冲突、心理求助污名与心理求助态度之间的关系,采用性别角色冲突量表简化版本(GRCS-SF)、寻求专业性心理帮助污名问卷(SSPPH)、心理求助态度量表(ASPPH),对武汉4所高校的360名男性大学生进行测量。结果发现,心理求助自我污名和心理求助公众污名在男性性别角色冲突和心理求助态度之间起着完全中介作用。男性性别角色冲突高的个体有更高的心理求助自我污名和公众污名,其心理求助态度也越消极。     

The Impact of Child Care on Gender Role Development and Gender Stereotypes

Research has shown that gender role development is socially constructed and learned from birth. In this study, the impact of child care and the interactions that take place there are examined, with a focus on gender behavior and stereotypes. Observation data and analysis are presented. Themes representing gender stereotypes and the breaking of gender barriers are examined, and the role that caregivers can play in the fostering of gender-fair behaviors is discussed.     

IT行业技术员工年龄与创新行为——年龄刻板印象的影响作用

通过实证研究,探讨我国IT行业技术员工的年龄与创新行为之间的关系,并研究＂35岁＂现象这种年龄刻板印象的作用。结果发现,个体的年龄与创新行为无显著性相关。但是,年龄刻板印象对年龄与创新行为之间相关具有调节作用。在年龄刻板印象高的情况下,则年龄对创新行为具有负向预测作用。所以,在人力资源管理实践中要积极克服这种刻板印象,避免其负面影响。     

Uncovering stereotypes and identifying characteristics of gifted students and students with emotional/behavioral disabilities

The recognition, understanding, and identification of gifted and talented behaviors in students with exceptionalities has become an increasingly important issue in the management of classrooms, yet, for the most part, the literature continues to ignore this important aspect of teacher education. The present study reports on the results of an instrument that asked preservice and in‐service teachers to categorize a set of characteristics and behaviors according to whether each described a student identified with an Emotional/Behavior Disability (EBD), who is gifted, both, or neither. Results of this survey revealed stereotypical thinking in the identification of characteristics of the student labeled EBD. The degree of teachers’ training and experience also played a role in the understanding and categorization of the characteristics/behaviors used on the survey in this project.     

Training nonsexist counselors

Traditional counselors have helped to perpetuate sex role stereotypes which prescribe restrictive behaviors for both women and men. One of the most logical places to begin helping counselors overcome their own sex biases and stereotypic behaviors is during the time of their training—in their counselor education programs in universities.Paper presented at the XIIth International Round Table for the Advancement of Counselling, June 22–26, 1986, University of Lund, Lund, Sweden.     

GERONTOLOGY AND SOCIAL STUDIES EDUCATION: LEARNING ACTIVITIES FOR ELIMINATING NEGATIVE STEREOTYPES

In recent years, gerontologists have pointed to the ever increasing number of older persons in American society. Implicit in these increasing numbers is the need to educate all segments of society about the problems faced by the elderly. While public schools alone cannot be held responsible for this task, it is believed that schools provide an ideal forum for developing learning activities. Schools can help increase student awareness and knowledge concerning these problems.

One of the most chronic problems faced by the elderly is that of negative stereotypes. After reviewing the literature, we suggest that social studies provides an ideal curriculum area for developing strategies that allow students to examine personal stereotypes concerning the elderly as well as possible sources of these stereotypes.

Given the hypothesis that various print and electronic media are guilty of creating or reinforcing stereotypes, students can gather information about the physical and behavioral characteristics of the elderly as portrayed on television and in magazines. Data can be gathered from regular entertainment programs and commercials on television and print advertisements in magazines. As a result of these activities, students can evaluate the media's role in perpetrating stereotypes of the elderly. In addition, we suggest strategies for allowing students to interact with the elderly in the community as a means of negating existing stereotypes.     

Age Stereotypes of Older Primary Teachers in Taiwan

Elder respect in East Asia has a long history that could be derived from Confucian philosophy. However, with the rapid development of westernization, younger people have gradually depreciated the value of elder respect and seek a reciprocal relationship with the elderly. A literature search revealed that age stereotypes would be both negative and positive. This study employs the qualitative approach, mainly through interviews, to collect college students' attitudes towards older primary teachers. The research findings illustrate three characteristics: (a) the value of elder respect from college students seems to have gradually declined, particularly under the impact of westernization and industrialization, although some students did still believe in elder respect influenced by Confucian philosophy; (b) some students' negative stereotypes of older primary teachers include that older primary teachers are resistant to change, unwilling to accept new ideas, and less motivated to learn; (c) some students' positive stereotypes towards older primary teachers are that they are experienced in teaching and classroom management and role models for younger teachers. This study raises several issues and questions that may contribute to further research. In addition, the study proposes some implications for educational authorities.     

Beware of Stereotypes: Are Classmates’ Stereotypes Associated With Students’ Reading Outcomes?

This study examined the associations between classmates’ reading-related gender stereotypes and students’ reading self-efficacy, self-concept, motivation, and achievement. Our sample consisted of 1,508 fifth-grade students (49% girls; age: 10.89 years); data were collected at two time points. Multilevel analyses yielded two main results: First, there was a relation between students’ individual reading-related gender stereotypes and their reading self-concept, self-efficacy, and motivation with boys experiencing negative and girls experiencing positive effects. Second, a contextual effect was found: after controlling for students’ individual reading-related gender stereotypes, classmates’ gender stereotypes were negatively related to all of the boys’ reading outcomes. The results provide evidence for the assumption that classmates are important communicators of gender stereotypes and that they reinforce conforming behaviors.     

Professors as value agents: a typology of management academics’ value structures

The paper addresses the paradox of value-free science and the need for value-oriented management education. Taking the values discussion in the German management community as an example, we identify two stereotypes in management literature: an allegedly value-free scientist who limits responsibility to economic aims and a value-laden academic who accepts responsibilities for societal aims and who aims to influence students’ values. These stereotypes are then challenged against empirical data from a global survey of management academics. While the stereotypes are shown to be of only limited relevance, five clusters of management academics are identified based on their economic values, their social values and their intention to influence their students’ values. As determinants of cluster attribution, cultural environment and discipline prove the most influential on value differences in the global sample. Gender, in contrast, has no significant impact. Finally, implications for higher education institutions are derived that may help to cope with values more consciously and more professionally.     

Sex Stereotype

This paper analyzes the social phenomenon—sex stereotype.The paper illustrates the characteristics of stereotype and discusses about the factors which influence sex stereotypes and the reasons of its existence.And it also found the positive role that sex stereotype plays in the communication.     

Beyond bad behaving brothers: productive performances of masculinities among college fraternity men

Research on fraternity men focuses almost exclusively on problematic behaviors such as homophobia and sexism, alcohol abuse, violence against women, sexual promiscuity, and the overrepresentation of members among campus judicial offenders. Consequently, little is known about those who perform masculinities in healthy and productive ways. Presented in this article are findings from a qualitative study of productive masculinities and behaviors among 50 undergraduate fraternity men from 44 chapters across the US and Canada. Findings offer insights into participants’ steadfast commitments to the fraternity’s espoused values; their acceptance and appreciation of members from a range of diverse backgrounds; strategies they employed to address bad behaviors (including sexism, racism, and homophobia) among chapter brothers; and the conditions that enabled them to behave in ways that contradict stereotypes concerning men in collegiate fraternities.