This study examined the effects of a psychology of adjustment class on body-acceptance and self-acceptance. An introductory psychology class served as a control group. Subjects were pre- and posttested with the Body-cathexis and Self-cathexis scales. Two by two analyses of covariance indicated that the adjustment group showed a larger gain on both scales than the control. Sex interacted with group significantly on the Body-cathexis scale only. Means indicated that the main effect of groups on the Body-cathexis scale may be attributed to the larger gains by females in the adjustment class.
Presents a comprehensive discussion of the problems of women who actively challenge sex discrimination in their work and in consequence face lonely, expensive, and emotionally trying experiences. The steps by which a woman reaches the point of active protest, the institutional responses she may meet, and the countermoves open to her, are described. Special attention is given to the attitudes of unions, to legislation and the conduct of legal suits, to the type of support needed from a personal counselor during the stages of the discrimination action,and to the special problems of Black women, who are in double jeopardy, from racism and sexism. Numerous practical strategies are suggested. (46 ref)
4 open-ended questions were administered to 113 Ss taught by 2 male instructors (71 male Ss; 42 female Ss) and to 48 Ss taught by a female instructor (27 male Ss; 21 female Ss). All Ss were undergraduate students at a southern state university. Ten percent of the male Ss and 26% of the females in the male instructors' classes thought there was nothing good about being a woman. Only 5% of the female instructor's female students thought there was nothing good about being a woman. This research suggests a qualified female instructor can enhance self-image of women students.
Past research has involved various measures of locus of control. In the present study, Rotter's Internal-External (I-E) Scale, Levenson's Internal, Power, and Chance scales and some items from Coleman's study of equality of educational opportunity were administered to northern white and southern black college students. In general, the relationships between the measures did not vary by race or sex. Multiple regression analyses showed that Rotter's I-E Scale was significantly related to Levenson's Chance and Internal scales; Power did not contribute to the multiple R. The correlations of the Coleman items with the Rotter and Levenson scales were low but in the expected direction.
For 100 to 105 students who were tested before and after a 45-min. classroom examination, test-retest correlations ranged from .66 (first and second administrations of A-State of State-Trait Anxiety Inventory) to .83 (second administration of A-Trait and second administration of A-State).
scite is a Brooklyn-based organization that helps researchers better discover and understand research articles through Smart Citations–citations that display the context of the citation and describe whether the article provides supporting or contrasting evidence. scite is used by students and researchers from around the world and is funded in part by the National Science Foundation and the National Institute on Drug Abuse of the National Institutes of Health.