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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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Descriptors:
Sexuality; Females; Well Being; Sexual Identity; Homosexuality; Depression (Psychology); Self Esteem; Least Squares Statistics; Interpersonal Attraction; Social Support Groups; Anxiety; Correlation; Scores; Prediction; Rating Scales

Abstract:
Identity-based conceptualizations of sexual orientation may not account adequately for variation in young women's sexuality. Sexual minorities fare worse in psychosocial markers of wellbeing (i.e., depressive symptoms, anxiety, self esteem, social support) than heterosexual youth; however, it remains unclear whether these health disparities exclusively affect individuals who adopt a sexual minority identity or if they also may be present among heterosexually-identified youth who report same-sex attractions. We examined the relationship between sexual attraction, sexual identity, and psychosocial wellbeing in the female only subsample (weighted, n = 391) of a national sample of emerging adults (age 18-24). Women in this study rated on a scale from 1 (not at all) to 5 (extremely) their degree of sexual attraction to males and females, respectively. From these scores, women were divided into 4 groups (low female/low male attraction, low female/high male attraction, high female/low male attraction, or high female/high male attraction). We explored the relationship between experiences of attraction, reported sexual identity, and psychosocial outcomes using ordinary least squares regression. The results indicated sexual attraction to be predictive of women's psychosocial wellbeing as much as or more than sexual identity measures. We discuss these findings in terms of the diversity found in young women's sexuality, and how sexual minority status may be experienced by this group. 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; Sexual Identity; Ethnography; Foreign Countries; Criticism; Research Methodology; Epistemology; Self Concept; Internet; Qualitative Research; Mass Media; Disadvantaged; Public Policy; Gender Differences

Abstract:
The paper thematises children's engendering and sexualisation in new media environments, and their ambivalent attitudes toward commercial (porno)sexuality constructions. The inquiry into adaptation to dominant gender identity and sexuality prescriptions in spite of children's ambivalences is contextualised by the critical analysis of grand quantitative survey research in the EU Kids Online II framework. It is argued that gender and sexuality norms introduced by the epistemological, methodological and interpretative input of the research do not transcend the dominant matrices. According to the Slovenian ethnographic research, school children exhibit criticism towards the intrusive and exploitative character of certain new media commercial contents, and this is not included in the analysed referential quantitative survey in any way. As a consequence, childhood remains conceptualised as a state of societal passivity in this context, which brings more disadvantages to girls in new media relations. Besides, the grand quantitative survey research critiqued here supports hypocritical EU sector policies , which have become tolerant of new media-related capital interests, while minors' protection responsibilities are exhibited mainly on a declarative level--as it is the case with the research epistemology under discussion. The same has been established regarding the application of a gender-sensitive approach in the research methodology and interpretation. (Contains 4 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:
Females; Caring; Sexual Identity; Physical Sciences; Career Choice; Elementary School Students; Femininity; Science Careers; Parent Aspiration; Longitudinal Studies; Surveys; Interviews; Feminism; Occupational Aspiration; Social Differences; STEM Education; Student Attitudes; Parent Attitudes; Classification; Foreign Countries

Abstract:
Internationally, there is widespread concern about the need to increase participation in the sciences (particularly the physical sciences), especially among girls/women. This paper draws on data from a five-year, longitudinal study of 10-14-year-old children's science aspirations and career choice to explore the reasons why, even from a young age, many girls may see science aspirations as "not for me". We discuss data from phase one--a survey of over 9000 primary school children (aged 10/11) and interviews with 92 children and 78 parents, focusing in particular on those girls who did not hold science aspirations. Using a feminist poststructuralist analytic lens, we argue that science aspirations are largely "unthinkable" for these girls because they do not fit with either their constructions of desirable/intelligible femininity nor with their sense of themselves as learners/students. We argue that an underpinning construction of science careers as "clever"/"brainy", "not nurturing" and "geeky" sits in opposition to the girls' self-identifications as "normal", "girly", "caring" and "active". Moreover, we suggest that this lack of fit is exacerbated by social inequalities, which render science aspirations potentially less thinkable for working-class girls in particular. The paper concludes with a discussion of potential implications for increasing women's greater participation in STEM (Science, Technology, Engineering and Mathematics). (Contains 2 tables and 6 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:
Females; Validity; Homosexuality; College Athletics; Expertise; Construct Validity; Social Bias; Questionnaires; Measurement; Negative Attitudes; Sexual Orientation; Sexual Identity; Factor Analysis; Content Validity; Likert Scales; College Students

Abstract:
Homophobia and heterosexism in women's athletics have been studied extensively using a qualitative approach. Limited research from a quantitative approach has been conducted in the area and none with a sport-specific instrument. The purpose of the current study was to develop a valid and reliable questionnaire to measure heterosexist attitudes in women's collegiate athletics based on the tripartite model of attitudes (Zanna & Rempel, 1988). A panel of experts analyzed a pool of 40 items for item-content related validity. Two samples of collegiate female athletes completed the second and third versions of the Heterosexist Attitudes in Sport-Lesbian questionnaire. Initial evidence of construct validity was found for a 14-item measure of heterosexist attitudes with four subscales: (1) Cognitive/Affective, (2) Language Behaviors, (3) Inclusion Behaviors, and (4) Avoidance of the Lesbian Label. Composite reliability of the four subscales ranged from 0.64 to 0.84. (Contains 4 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:
Homosexuality; School Counselors; Educational Environment; Sexual Identity; Gender Issues; Identification (Psychology); Mothers; Elementary Schools; Elementary School Students; Personal Narratives; Principals; Role; Professional Development; Family School Relationship; School Safety; Teamwork; Cooperative Planning; Parent Participation

Abstract:
This article describes what followed after a mother wondered if the school in her neighborhood was the right elementary school for her gender nonconforming young child. It includes collective and individual narratives from four key players: the mom and teacher educator (Slesaransky-Poe), the school's guidance counselor (Ruzzi), the principal (DiMedio), and the consultant who led the initial professional development (Stanley). It documents and reflects on the work done over five years to transform a great school into a welcoming and inclusive one for gender nonconforming and transgender students. (Contains 2 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:
Community Support; Sexual Identity; Gender Issues; Transitional Programs; Family Involvement; Case Studies; Resilience (Psychology); Mental Health; Drug Therapy; Counseling Techniques; Identification (Psychology); Teamwork; Interdisciplinary Approach; Mothers; Parent Role

Abstract:
Interventions with a school-aged youth are presented to demonstrate a child's gender transition from female to male with the support of a single mother, grandmother, therapist, pediatric endocrinologist, gender education and advocacy group, and gender-affirming school. This single case study illustrates both the positive psychological effects of resilience-building therapy and family/community supports in facilitating a transition to an affirmed gender and the dilemmas confronted when introducing hormone blockers to a child, removing a child from a familiar environment to allow a fresh gender start, and respecting a child's wishes to stay private about the child's gender past. (Contains 1 note.) 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:
Adolescents; Housing; Gender Issues; College Students; Sexual Identity; Identification (Psychology); Homosexuality; Dormitories; Space Utilization; Young Adults; Social Attitudes

Abstract:
Traditional on-campus housing assignments at colleges and universities are made on the basis of legal sex, where students are housed only with other students of the same legal sex. This method is problematic for transgender and gender-nonconforming students, who may not identify with the gender assigned to them at birth. Recently, some institutions have begun to offer gender-inclusive housing to better serve the needs of transgender and gender-nonconforming students. Colleges and universities take a variety of approaches in incorporating this housing option, with varying results. The present research asked traditionally college-aged transgender and gender-nonconforming people which types of housing they would most prefer when considering living on a college campus. In all, 103 college-aged adults participated in the survey and revealed that apartment-style housing and self-contained singles were the most preferred among five housing options currently in use at various colleges and universities across the country. Implications for the various options are discussed, as well as support policies to consider when instituting a gender-inclusive housing community. (Contains 2 tables, 2 figures and 1 note.) 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:
Elementary School Curriculum; Gender Differences; Gender Issues; Sexual Identity; Identification (Psychology); Elementary Schools; Urban Schools; Public Schools; Sexual Orientation; Student Attitudes; Social Attitudes; Individual Differences; Case Studies; Childrens Literature; Consciousness Raising

Abstract:
This study shares the experiences and outcomes of teaching about gender diversity in an elementary school classroom. It outlines how an urban public school teacher included discussions of transgender and gender-nonconforming people within the curriculum and documents the ways in which her students responded to those lessons. By making discussions of gender diversity a recurring theme in the curriculum, students learned to question restrictive social systems, think more inclusively about gender expression and identity, and apply this knowledge to other experiences. The students' responses to these lessons indicate that elementary school-aged children are ready for such an inclusive curriculum. 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; Negative Attitudes; Gender Issues; Identification (Psychology); Social Attitudes; Program Effectiveness; Sexual Identity; Social Discrimination; Social Bias; Violence; Behavior Modification; Misconceptions; Social Sciences; College Students; Attitude Measures; Attitude Change

Abstract:
The transgender community encounters pervasive prejudice, discrimination, and violence, yet social science literature lacks research that focuses on reduction of antitransgender prejudice. This experimental study examined the effectiveness of three interventions aimed at decreasing negative attitudes toward transsexuals, correcting participants' beliefs in myths about transsexuality, and reducing their predicted discriminatory behaviors. Results revealed a significant decrease in negative attitudes and beliefs in myths. However, no individual intervention proved more effective than the others. The interventions led to no change in predicted discriminatory behaviors. (Contains 10 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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