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Descriptors:
Prediction; Photography; Discriminant Analysis; Language Patterns; Models; Gender Differences; Aesthetics; Communication Skills; Interpersonal Competence; Social Cognition; Writing (Composition); Coding; Language Usage; Sex Stereotypes; Sexual Identity

Abstract:
The gender-linked language effect (GLLE) is a phenomenon in which transcripts of female communicators are rated higher on Socio-Intellectual Status and Aesthetic Quality and male communicators are rated higher on Dynamism. This study proposed and tested a new general process model explanation for the GLLE, a central mediating element of which posits that males and females have socialized schema of how each gender normatively communicates. Participants described five landscape photographs in writing. Participants were asked to describe the first photograph with no other instructions. The next four randomly ordered photos were described under two guises: "as if you were a man," and "as if you were a woman." Under both gender guises, participants described the photograph "to a man" and "to a woman." Transcripts were coded for gender-distinguishing language features. Discriminant analysis indicated that the language used by male and female respondents in the male guise differed from that used by the same respondents in the female guise, supporting communicators' consistent gender-linked language schemata, and stereotypes, and the new process model. While the data supported the new gender-linked language model, no effects were found for predictions also made regarding communication accommodation or gender identity salience. (Contains 6 tables and 1 figure.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Information Technology; Elementary School Teachers; Comparative Analysis; Foreign Countries; Teacher Attitudes; Personality; Student Characteristics; Gender Differences; Sex Stereotypes; Questionnaires; Technological Literacy; Student Interests; Sex Fairness; Teacher Education; Elementary School Students

Abstract:
The purpose of this study was to examine primary teachers' views about the abilities and personality characteristics of boys and girls relative to information and communication technologies (ICTs) and computing, and to explore the relationship of teachers' gender-stereotyped views with teachers' gender, age, computer experience and self-efficacy in educational computer use. Participants were 241 Greek primary teachers who responded to a structured questionnaire. All teachers recognised that developing ICT skills was equally important for all students, but nearly half of them thought that boys were more likely to have the aptitude, interest and personality characteristics to pursue studies in information or computer science. Teacher views on gender and technology were not associated with teacher gender, self-efficacy in educational ICT use, computer experience or age. Findings suggest that teacher preparation and professional development programmes should address gender equity issues. (Contains 3 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Females; Athletes; Team Sports; Womens Athletics; Sex Stereotypes; Feminism; Gender Bias

Abstract:
Despite the growing popularity of women's ice hockey in North America, players continue to face limitations because of the prohibition of body checking. In this paper, we argue from a liberal feminist philosophical perspective that this prohibition reinforces existing traditional stereotypes of female athletes. Because the women's game does not incorporate checking, female ice hockey players are not afforded the same opportunity to flourish as men and experience bodily agency, which results in continued male domination of the game, therefore, indirectly reinforcing a gender hierarchy in hockey and society. (Contains 3 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Intervention; Physical Activities; Adolescents; Foreign Countries; Time Management; Gender Differences; Health Behavior; Nutrition; National Surveys; Information Technology; Social Life; Study Habits; Housework; Sex Stereotypes

Abstract:
Background: To influence adolescent health, a greater understanding of time use and covariates such as gender is required. Purpose: To explore gender-specific time use patterns in Australian adolescents using high-resolution time use data. Method: This study analyzed 24-hour recall time use data collected as part of the 2007 Australian National Children's Nutrition and Physical Activity Survey (n = 2,200). Univariate analyses to determine gender differences in time use were conducted. Results: Boys spent more (p less than 0.0001) time participating in screen-based (17.7 % vs. 14.2% daily time) and physical activities (10.7% vs. 9.2%). Girls spent more (p less than 0.0001) time being social (4.7% vs. 3.4% daily time), studying (2.0% vs. 1.7%), and doing household chores (4.7% vs. 3.4%). Conclusions: There are gender-specific differences in time use behavior among Australian adolescents. The results reinforce existing time use gender-based stereotypes. Implications: The gender-specific time use behaviors offer intervention design possibilities. (Contains 2 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Gender Differences; Sex Stereotypes; Foreign Countries; Peer Relationship; Grade 3; Grade 6; Parenting Styles; Vignettes; Extracurricular Activities; Student Attitudes; Elementary School Students; Sons; Daughters; Child Development; Cultural Influences

Abstract:
Korean children's evaluations of parental restrictions of children's activities based on gender stereotypic expectations were investigated. Third and sixth grade Korean (N = 128) children evaluated scenarios in which a boy or girl desired to play ballet or soccer. Participants used stereotypes to support children's desires to play gender-consistent activities and adhered to parental authority for choice of gender-consistent social activities. Yet, they also rejected parental decisions to treat sons and daughters differently based on the view that it would be unfair. Stereotypic expectations decreased with age and were used more by boys than by girls when evaluating exclusion. The results are discussed in terms of exclusion, development, and culture. (Contains 2 tables and 2 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Academic Achievement; Self Efficacy; Counselors; Adolescents; Foreign Countries; Career Development; Career Counseling; Vocational Maturity; Private Education; Longitudinal Studies; Context Effect; Parent Child Relationship; Surveys; Gender Differences; Sex Role; Sex Stereotypes; Secondary School Students

Abstract:
The purpose of this longitudinal study is to examine the effects of personal factors and contextual determinants on the career maturity change of Korean adolescents over a 5-year period. This study used data from the Korea Youth Panel Survey which was administered to 3,449 junior high students from Grades 8 to 12, starting in 2003. A linear mixed-effects regression was used to test the study model. The results showed the levels of Korean adolescents' career maturity were significantly influenced by personal predictors (gender, work values, career efficacy, self-efficacy, career development activities, school achievement, sex-role stereotyping, pressure for academic achievement, and part-time experiences) and contextual predictors (career conversations with parents, relationships with friends, and private education expense). Among career-related variables, only work values affected the slope of the career maturity growth curve. Implications for career counselors and educators are discussed. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Sexuality; Females; Males; Mental Retardation; Sex Stereotypes; Attitude Measures; Caregivers; Gender Differences; Semi Structured Interviews; Social Attitudes; Motivation; Foreign Countries

Abstract:
Background: Research has found staff attitudes regarding the sexuality of people with intellectual disability (ID) to be negative but influenced by several factors. The current study aimed to examine whether gender of people with ID affects such attitudes. Method: Semistructured interviews were completed with 10 staff members and analysed using thematic analysis. Results: Results indicated 3 themes: Women are perceived as sexually innocent, men as more sexually motivated, and motivations for sexual relationships are perceived to differ between men and women with ID. Conclusion: The study indicates unfavourable attitudes towards sexuality in individuals with ID that correlate with traditional, restricted gender stereotypes. The identification of these themes highlights the importance of considering gender when supporting the sexuality of people with ID. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Stereotypes; Mathematics Achievement; Teacher Attitudes; Bias; Sex Stereotypes; National Competency Tests; Scores; Comparative Analysis; Priming; Evidence; Laboratory Experiments; College Students; Experimental Groups; Control Groups; Longitudinal Studies; Data Analysis

Abstract:
Stereotype threat is frequently purported to be an important determinant of gender gaps in math. Unlike prior studies, which mostly occur in lab settings, I use data from the National Assessment of Educational Progress (NAEP)--a large, representative assessment of U.S. children--where through a design quirk, students are randomly assigned test blocks, some of which include gender prime questions while others do not. I exploit this natural field experiment by comparing the gender gap in math scores of students receiving primes to those who do not. I find that girls actually perform better relative to boys for some primes (stereotype reactance) and no worse for others. These findings suggest that stereotype priming effects are relevant outside of lab settings, and that consistent with findings from a companion lab experiment and other lab studies from the stereotype literature, the effects appear to depend on the exact phrasing of the primes. (Contains 10 notes, 6 figures, and 6 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Women Faculty; Leadership; Self Efficacy; Self Esteem; Barriers; Consciousness Raising; Intervention; Change; STEM Education; Medical Education; Courses; Females; College Students; Gender Issues; Sex Stereotypes; Instructional Effectiveness; Pretests Posttests; Student Journals

Abstract:
Women are sparsely represented in leadership in academic science, technology, engineering, mathematics, and medicine (STEMM). Cultural stereotypes about men, women, and leaders influence the attitudes, judgments, and decisions that others make about women and the choices women make for themselves. Multilevel interventions are needed to counteract the impact of these pervasive and easily activated stereotypes, which conspire in multiple ways to constrain women's entry, persistence, and advancement in academic STEMM. We describe an individual-level educational intervention. Using the transtheoretical model of behavioral change as a framework, we assessed the success of a semester course on increasing women's leadership self-efficacy for the first three cohorts of course participants (n = 30). Pre/post questionnaires showed gains in leadership self-efficacy, personal mastery, and self-esteem, and decreases in perceived constraints. Qualitative text analysis of weekly journals indicated increasing leadership self-efficacy as course participants applied course information and integrated strategies to mitigate the impact of societal stereotypes into their own leadership practices. Follow-up queries of the first two cohorts supported the enduring value of course participation. We conclude that providing strategies to recognize and mitigate the impact of gender stereotypes is effective in increasing leadership self-efficacy in women at early stages of academic STEMM careers. (Contains 3 tables and 1 figure.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Higher Education; Campuses; College Housing; Universities; Educational Policy; Gender Differences; Case Studies; Surveys; Sex Stereotypes; Administrator Role; Decision Making; Dormitories

Abstract:
American college housing is beginning to introduce gender-neutral housing, or the housing of students in the same room regardless of gender. This study provides a descriptive overview of gender-neutral housing from 148 universities and documents central areas of debate in current policy discussions. Information regarding gender-neutral housing policies and practices at each of these campuses was collected. Results suggest that gender-neutral housing is currently an uncommon occurrence as a formalized housing option for most students. However, almost half of the schools sampled are currently engaging in formal or informal policy discussion regarding the addition of gender-neutral housing. Important future questions and priorities for both college administrators and scholars are suggested. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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