The present research is the first to examine how students’ individual and their classmates’ math-related gender stereotypes, endorsing that math would be a typically male domain, relate to students’ math self-concepts. To this end, data of N = 1,424 secondary school students from Germany were analyzed using multilevel analyses. As expected, strong individual beliefs in the math-related gender stereotype were related to lower math self-concepts for girls, but to higher math self-concepts for boys. Moreover, classmates’ shared beliefs in this stereotype (...) showed a negative relation to girls’ self-concepts, whereas no significant relation between classmates’ shared beliefs and boys’ self-concepts was found. These relations also persisted after controlling for students’ math grades and age. In sum, the results demonstrated that gender stereotypes shared by students’ classmates can have a substantial impact on students’ math self-concepts, beyond their individual gender stereotypes. This finding emphasizes the significance of classmates as important socializing peers in the process of students’ self-concept formation. (shrink)

IntroductionIn prior studies conducted in the United States, parents’ gender-differentiated encouragement of science predicted children’s later science motivation. Most of this research has focused on older children or teens and only looked at the impact of mothers. However, accumulating evidence suggests that gender-differentiated encouragement of science interest may begin in early childhood. Moreover, fathers may be more likely than mothers to treat sons and daughters differently in science-learning contexts.MethodsWe examined 50 United States families with both a mother and a father (...) and either a daughter or a son. On separate visits, each parent reads two books with their child. One was about life science and the other was about physical science. We coded parents’ science-related talk during these interactions.Results and ConclusionIn contrast to our predictions, parents used higher proportions of science talk with daughters than sons, including higher average rates of overall science talk and specific types of science talk. Moreover, most of the child gender effects occurred while reading the physical science books. Book topic and parent gender moderated some additional patterns. Book reading is discussed as a potential context for mitigating socialization experiences that traditionally disfavor girls’ interest in physical science. (shrink)

Gender differences in dishonesty and mistrust have been reported across cultures and linked to stereotypes about females being more trustworthy and trusting. Here we focus on fundamental issues of trust-based communication that may be affected by gender: the decisions whether to honestly deliver private information and whether to trust that this delivered information is honest. Using laboratory experiments that model trust-based strategic communication and response, we examined the relationship between gender, gender stereotypes, and gender discriminative lies and challenges. Drawing from (...) a student sample, we presented males and females with incentivized stereotype elicitation tasks that reveal their expectations of lies and challenges from each gender, followed by a series of strategic communication interactions within and between genders. Before interacting, both genders stereotyped females as more trustworthy and more trusting than males, in accord with cross-cultural gender differences. In best response to these stereotypes, both genders discriminately accepted or challenged messages based on the sender’s gender. However, we find no differences between males’ and females’ overall rates of lies and challenges. After learning the results of their strategic interactions, males and females revised their stereotypes about lies and challenges expected of each gender; these stereotype revisions resulted in greater predictive accuracy and less disparate gender discrimination. This suggests an important facultative feature of human trust-based communication and gender stereotyping: while the delivery and trust of private information is informed by gender stereotypes, these stereotypes are recalibrated with experience. (shrink)

In this article, we analyze the patterns of culture of honor within Spanish families. Each member of 271 Spanish four-member families completed a questionnaire containing scales for the culture of honor and for sociodemographic variables. The results show that intra-family similarities emerge. However, path analyses show that the gender and birth order of the child are relevant in predicting this similarity. In particular, the first-born child converges with their mother to a higher extent than the father regardless of their gender. (...) However, for the second-born child both parents instill their ideas about culture of honor in a gender congruent way. Furthermore, there are higher similarities within younger families, indicating a stronger influence from parents to children. Results are discussed in view of social role and gender social learning theories. (shrink)

This paper will unfold in two different critiques, first dealing with how neuroscience has sexed the brain, ignoring cultural elements of gender formation, and further focusing on the masculine bias of neuroscience research, which, we claim, adopts male physiological and social patterns as “normal”. In order to do so, we will start our investigation with some insights on the sex/gender debate and how it is of consequence for research on neurosciences of sexuality. Secondly, we will critic the way studies are (...) focusing on differences rather than similarities between genders, and how such strategy re-enforces gender biases. Finally, we use contributions from social cognitivist theory and feminism to support a more complex view of body, identity and gender performance. (shrink)

In African philosophical literature, and especially in Afro-communitarianism, there are discussions about the value of the relationship an individual has with her respective community. By community, reference is made to the metaphysical holistic view of community which includes all beings in nature. But since the article deals with gender, which is a social construction, most of the arguments appeal to a narrower version of community, that of human beings. Therefore, discussions about “value” refer to the value that is given to (...) the relationship that surpasses any individual value, and it applies or appeals to human beings. One implication of this understanding and the prioritisation of the relationship is that identity is something that is conferred by this sort of relationship. In this article, we argue that this way of understanding “identity” from an Afro-communitarian world view has something to offer in understanding or conceptualising gender(ed) identity(ies). The assumption is that gender identity will be understood as socially conferred and most importantly, one that takes community as essential. (shrink)

The Omani socio-cultural context, the mono-gender educational system in schools, and the learning environment at the higher educational institutions significantly affect learners' self-efficacy and academic achievement in the mixed-gender EFL classroom. Different studies have revealed both positive and negative implications of mixed-gender classrooms, especially for those who came from a mono-gender learning environment. The adjustment phase for the tertiary learners from school to the university is not only crucial but also significant for the continuation of higher education. The effects of (...) socio-cultural factors on self-efficacy and academic achievement have not been studied in depth, particularly in eastern countries. So, the current study aimed at investigating the role of gender, learning background, socio-cultural circumstances, and the effect of the learning environment on EFL learners' self-efficacy and their academic achievement within the scenario of the prevailing culture and traditions in the Dhofar Region. To conduct this study, mixed research methods have been adopted to investigate the perceptions of both teachers and learners. The sample of the study consists of 117 EFL learners ranging between 18–22 years of age and 25 EFL teachers ranging between 35–60 years of age. We used separate surveys for students and the teachers and interviewed students and teachers on a random basis. The results demonstrate that both genders were comfortable in segregated classes. The results also reveal that female learners were active learners and better performers than male learners in the school learning environment. The students reported that social restrictions discouraged them from mixing with the opposite gender in classroom activities and oral discussions. Most teachers believe that, compared to male learners, female learners performed better and were more engaged and responsive to different learning situations. The study found that there were statistically significant differences between both genders in terms of the effects of socio-cultural environment, self-efficacy, and the learning environment. Female learners were better than male learners in mono-gender schools, and they have higher self-efficacy than male students at the university. In conclusion, EFL teachers should consider the socio-cultural context, learners' learning background, and other challenges of learners to bring out positive outcomes in a mixed-gender classroom. (shrink)

Career development is a lifelong process that starts in infancy and is shaped by a number of different factors during childhood, adolescence, and adulthood. Even though career development is shaped through life, relatively little is known about the predictors of occupational aspirations in childhood. Therefore, in the present work we investigate how the stereotypicality of a mother’s occupation influences her young child’s communal occupational aspirations and communal orientation. We conducted two studies with young children. Study 1 included 72 mother–child dyads (...) recruited from childcare centers in Northern Norway. Study 2 included 106 mother–child dyads recruited from Norwegian elementary schools. Results from Study 1 showed that the stereotypicality of mothers’ occupation was related to their children’s communal occupational aspirations and children’s communal orientation. In contrast to our predictions and results from Study 1, the stereotypicality of mothers’ occupation was not significantly related to children’s communal occupational aspirations nor their communal orientation in Study 2. In both studies, we found no relationship between mothers’ gender attitudes or share of child care and children’s communal occupational aspirations. The results are discussed in terms of parents’ influence on children’s development of occupational aspirations. (shrink)

Previous studies conducted in the United States indicate that people associate numbers with gender, such that odd numbers are more likely to be considered male and even numbers considered female. It has been argued that this number gendering phenomenon is acquired through social learning and conditioning, and that male-odd/female-even associations reflect a general, cross-cultural human consensus on gender roles relating to agency and communion. However, the incidence and pattern of number gendering in cultures outside the United States remains to be (...) established. Against this background, the purpose of this study was to determine whether people from a culture and country very different from the United States also associate numbers with gender, and, if they do, whether the pattern of these associations is the male-odd/female-even associations previously observed. To investigate this issue, we adopted the Implicit Association Test used frequently in previous research, where associations between numbers and gender were examined using male and female Arabic participants native to, and resident in, the United Arab Emirates. The findings indicated that the association of numbers with gender does occur in Arabic culture. But while Arabic females associated odd numbers with male faces and even numbers with female faces, Arabic males showed the reversed pattern of gender associations, associating even numbers with male faces and odd numbers with female faces. These findings support the view that number gendering is indeed a cross-cultural phenomenon and show that the phenomenon occurs across very different countries and cultures. But the findings also suggest that the pattern with which numbers are associated with gender is not universal and, instead, reflects culture-specific views on gender roles which may change across cultures and gender. Further implications for understanding the association of numbers with gender across human societies are discussed. (shrink)

The differences model, which argues that males and females are vastly different psychologically, dominates the popular media. Here, the author advances a very different view, the gender similarities hypothesis, which holds that males and females are similar on most, but not all, psychological variables. Results from a review of 46 meta-analyses support the gender similarities hypothesis. Gender differences can vary substantially in magnitude at different ages and depend on the context in which measurement occurs. Overinflated claims of gender differences carry (...) substantial costs in areas such as the workplace and relationships. (shrink)

In the present study we investigated the role of channel characteristics with regard to gender role portrayals in television advertisements. Drawing on cultivation theory and social cognitive theory, we investigated six key variables in this line of research. We sampled a total of N = 1022 advertisements from four Austrian television channels: a public service channel, a commercial channel, and one commercial special interest channel for men and for women, respectively. Our results replicate well-known stereotypic gender role portrayals prevalent in (...) television advertisements. The public service channel and the private channel did not differentiate from each other with regards to gender stereotyping. We found that a channel with a female target group aired advertisements containing the same or even amplified stereotypes compared to a male channel. The potential negative effects of stereotypic gender role portrayals in television advertisements are discussed. (shrink)

The gendered marketing of children’s toys is under considerable scrutiny, as reflected by numerous consumer-led campaigns and vigorous media debates. This article seeks to assist stakeholders to better understand the ethical and scientific assumptions that underlie the two opposing positions in this debate, and assess their relative strength. There is apparent consensus in the underlying ethical foundations of the debate, with all commentators seeming to endorse the values of corporate social responsibility and gender equality. However, the debate splits over three (...) critical points of empirical disagreement: whether gendered toy marketing influences children’s toy preferences or simply reflects boys’ and girls’ fundamentally different interests; whether the effects of gendered toy marketing are negative, neutral or beneficial; and whether a shift to gender-neutral marketing would be economically viable. We assess the three points of disagreement against the available evidence and shared ethical principles underlying the debate, and conclude that current defences of gendered toy marketing fail. (shrink)

Several scholars have highlighted the importance of examining moral disengagement in understanding aggression and deviant conduct across different contexts. The present study investigates the role of MD as a specific social-cognitive construct that, in the organizational context, may intervene in the process leading from stressors to counterproductive work behavior. Assuming the theoretical framework of the stressor-emotion model of CWB, we hypothesized that MD mediates, at least partially, the relation between negative emotions in reaction to perceived stressors and CWB by promoting (...) or justifying aggressive responses to frustrating situations or events. In a sample of 1,147 Italian workers, we tested a structural equations model. The results support our hypothesis: the more workers experienced negative emotions in response to stressors, the more they morally disengaged and, in turn, enacted CWB. (shrink)

Substantial gender disparities in career advancement are still apparent, for instance in the gender pay gap, the overrepresentation of women in parttime work, and the underrepresentation of women in managerial positions. Regarding the developmental origins of these gender disparities, the current study examined whether children’s views about future career and family involvement were associated with children’s own gender schemas and parents’ career- and family-related gender roles. Participants were 142 Dutch families with a child between the ages of 6 and 12 (...) years old. The families had different compositions. Children completed a computer task assessing gender stereotypes about toys and questionnaires on gender identity and their views about future career and family involvement. Parents reported their occupation, work hours, and task division in the home, which were combined in a composite variable reflecting gender-typicality of career and family involvement. Generalized estimation equations were used to take into account dependency between family members. Results revealed that parents’, and especially mothers’, gender-typical career and family involvement was associated with children’s gender-typical views about future career and family involvement. In addition, children’s felt similarity to the same gender was associated with children’s gender-typical expectations about career and family involvement. These findings suggest that parents’ career, work hours, and task division in the home, together play an important role in how their children envision their future work and family roles. Children themselves also play an active role in developing this vision for the future by their own gender identity, specifically by how similar they feel to individuals of the same gender. To reduce gender disparities in the occupational and domestic domain, programs need to be designed that focus on parental role modeling in the family as well as children’s gender identity development. (shrink)

Vector autoregression (VAR) modeling allows probing bidirectional relationships in gender/sex development and may support hypothesis testing following multi-modal data collection. We show VAR in three lights: supporting a hypothesis, rejecting a hypothesis, and opening up new questions. To illustrate these capacities of VAR, we reanalyzed longitudinal data that recorded dyadic mother-infant interactions for 15 boys and 15 girls aged 3 to 11 months of age. We examined monthly counts of 15 infant behaviors and 13 maternal behaviors (Seifert et al., 1994). (...) VAR models demonstrated that infant crawling predicted a subsequently close feedback loop from mothers of boys but a subsequently open ended, branched response from mothers of girls. A different finding showed that boys’ standing independently later predicted significant later increases of four maternal behaviors: rocking/jiggling, lifting, affectionate touching, and stimulation of infant gross-motor activity. In contrast, crawling by girls led mothers to later decrease the same maternal behaviors. Thus, VAR might allow us to identify how mothers respond differently during daily interactions depending on infant gender/sex. The present work intends mainly to showcase the VAR method in the specific context of the empirical study of gender/sex development. (shrink)

I argue that the magnitude and nature of sex differences in aggression, their development, causation, and variability, can be better explained by sexual selection than by the alternative biosocial version of social role theory. Thus, sex differences in physical aggression increase with the degree of risk, occur early in life, peak in young adulthood, and are likely to be mediated by greater male impulsiveness, and greater female fear of physical danger. Male variability in physical aggression is consistent with an alternative (...) life history perspective, and context-dependent variability with responses to reproductive competition, although some variability follows the internal and external influences of social roles. Other sex differences, in variance in reproductive output, threat displays, size and strength, maturation rates, and mortality and conception rates, all indicate that male aggression is part of a sexually selected adaptive complex. Physical aggression between partners can be explained using different evolutionary principles, arising from the conflicts of interest between males and females entering a reproductive alliance, combined with variability following differences in societal gender roles. In this case, social roles are particularly important since they enable both the relatively equality in physical aggression between partners from Western nations, and the considerable cross-national variability, to be explained. (shrink)

For a long time, linguists more or less denied the existence of individual differences in grammatical knowledge. While recent years have seen an explosion of research on individual differences, most usage-based research has failed to address this issue and has remained reluctant to study the synergy between individual and community grammars. This paper focuses on individual differences in linguistic knowledge and processing, and examines how these differences can be integrated into a more comprehensive constructionist theory of grammar. The examination is (...) guided by the various challenges and opportunities that may be extracted from scattered research that exists across disciplines touching on these matters, while also presenting some new data that illustrate how differentiation between individuals can improve models of long-term language change. The paper also serves as the introduction to this special issue of Cognitive Linguistics, which collects seven contributions from various linguistic disciplines focusing on key aspects of individuals’ grammars. (shrink)

Forenames serve as proxies for gender labels that activate gender stereotypes and gender socialization. Unlike rigid binary gender categories, they differ in the degree to which they are perceived as “masculine” or “feminine.” We examined the novel hypothesis that the ability of a forename to signal gender is associated with gender role behavior in women and men as part of a larger study evaluating forenames used in resume research. Compared to individuals endorsing a “gender-strong” forename, those perceiving their forename as (...) relatively “gender-weak” reported less gender-typical childhood social behavior and a weaker expression of gender-linked personality traits. Our findings suggest that forenames strengthen or weaken gender socialization, gender identification, and so contribute to the variable expression of gender role behavior within binary gender groups. (shrink)