Felt Pressure to Conform to Cultural Gender Roles: Correlates and Consequences

Schroeder, Kingsley M.; Liben, Lynn S.

doi:10.1007/s11199-020-01155-9

Cited by 18 publications

(11 citation statements)

References 74 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…However, the findings are inconsistent with a recent study which reveals that parents are usually more comfortable with gender nonconforming girls than boys and are more likely to try to modify their sons' behaviors [32]. The main reason for the discrepancy is that the study measured GNC from parental perspectives, which is unrelated to children's reported GNC-induced pressure [33].…”

Section: Discussioncontrasting

confidence: 67%

Nonconforming gender expression and insufficient sleep among adolescents during COVID-19 school closure and after school reopening

Lou

Zhong³

et al. 2022

BMC Public Health

View full text Add to dashboard Cite

Background Gender nonconformity (GNC) (i.e., gender expression that differs from gender role expectations for feminine or masculine appearance and behavior) is an under-researched area of adolescent sleep health. The COVID-19 lockdown offers an opportunity to understand how the effect of GNC on adolescent health outcomes changes between school closure and reopening. Methods We conducted a cross-sectional study in Shanghai, China, in 2020. The sample size for analysis was 3,265. The age-specific insufficient sleep was estimated according to National Sleep Foundation's sleep duration recommendations. The self-perceived and self-rated GNC were measured by the two items “On the same scale that goes from 100% as a girl to 100% as a boy, where do you think others see you?” and “On a scale that goes from feeling 100% like a girl to feeling 100% like a boy, where do you see yourself?”, and birth sex. In addition, we calculated sex-stratified adjusted odds ratios (AORs) of insufficient sleep for students with high and moderate GNC compared to students with low GNC. Finally, we measured the AORs with self-perceived and self-rated GNC during COVID-19 school closure and reopening. Results Among 3,265 students in grade 6–12 in the analytic sample, 1,567(48.0%) were assigned female at birth (AFAB), 3,188 (97.6%) Han, and 1,921(58.8%) in grade 6–9. Among AFAB students, high self-perceived GNC was significantly associated with insufficient sleep (AOR,1.65; 95%CI,1.30–2.09) during school closure. Insufficient sleep was associated with high self-rated GNC (AOR,1.73; 95%CI,1.23–2.44) and moderate self-rated GNC (AOR,1.69; 95%CI,1.29–2.22) during school closure. After school reopening, neither self-perceived nor self-rated GNC was associated with insufficient sleep among AFAB students. Among assigned male at birth (AMAB) students, none of the two kinds of GNC was associated with insufficient sleep in the two periods during the COVID-19 pandemic. Conclusions This study suggests GNC is only associated with insufficient sleep among AFAB students during school closure. Furthermore, the association is nonsignificant among AMAB students. These findings indicate that GNC-related stigma within the family could be a risk factor for insufficient sleep among AFAB adolescents.

show abstract

Section: Discussioncontrasting

confidence: 67%

Nonconforming gender expression and insufficient sleep among adolescents during COVID-19 school closure and after school reopening

Lou

Zhong³

et al. 2022

BMC Public Health

View full text Add to dashboard Cite

show abstract

“…Such inequality is often evident in gender disparity and stereotypes, where family, school, and society impose attitudes and beliefs (Hubbard 2005). ‘Many children feel obliged by their parents and peers to behave in ways that are consistent with traditional gender roles of their culture’ (Schroeder & Liben 2021, 125). This concept of self‐stereotyping results in the internalisation of other people's gender perspectives, which may limit someone's gender‐related identity to traditional social roles; such a process occurs through role models and is situational (Meier & Diefenbach 2020).…”

Section: Habitusmentioning

confidence: 99%

Gender‐Based Differences in Academic Achievement in a University Design Program

Crowther

Briant

2022

Int J Art Design Ed

View full text Add to dashboard Cite

There is a significant amount of research into gender differences in academic performance in the science, technology, engineering and maths (STEM) fields. This has identified important differences between the academic achievement of men and women as measured through grade point averages and time to completion. However, the specific STEM fields of design have not been thoroughly explored. This research investigates the long‐term academic performance of a large group of architecture, industrial design, interior design and landscape architecture students at a major Australian university. The study followed the progress of 472 students over an 11‐year period. In most fields the academic achievement of students follows expected patterns; the difference in academic grades for male and female students reduces over time. However, in interior design, there are significant differences that increase with time, to the favour of women. A range of social, cultural and contextual influences are discussed including the signature pedagogy of the design studio and the hidden curriculum of design education.

show abstract

“…In addition, some research suggests that gender felt pressure from parents influences peer dynamics, which has implications for classroom dynamics and academic outcomes. For example, children and early adolescents who report more felt pressure from their parents are less likely to confront sexist comments, and may even be more likely to agree with sexist comments made by peers (Schroeder & Liben, 2021). Given that girls report experiencing sexism in STEM throughout their education (Kuchynka et al., 2018; Leaper & Brown, 2008; Robnett, 2016), and that these experiences reduce girls' motivation and performance in STEM domains (see Leaper & Brown, 2014), future research should examine how felt pressure and sexism work together to shape girls' math anxiety and math achievement.…”

Section: Discussionmentioning

confidence: 99%

The Roles of Gender Identity, Peer Support, and Math Anxiety in Middle School Math Achievement

John

Insouvanh

Robnett

2022

J of Research on Adolesc

View full text Add to dashboard Cite

The current study explored the relationships between three components of gender identity, peer support, math anxiety, and math outcomes in a sample of middle school students (N = 295). Separate path analyses were conducted for girls and boys. For boys, gender contentedness was related to higher math grades through a reduction in evaluation math anxiety. For girls, felt pressure was related to a reduction in self reported math grades through an increase in learning math anxiety. In addition, peer support in math was associated with lower learning math anxiety and higher math grades for girls, whereas peer support in math was not associated with math anxiety or math outcomes for boys. Implications for future research and education interventions are discussed.

show abstract

Felt Pressure to Conform to Cultural Gender Roles: Correlates and Consequences

Cited by 18 publications

References 74 publications

Nonconforming gender expression and insufficient sleep among adolescents during COVID-19 school closure and after school reopening

Nonconforming gender expression and insufficient sleep among adolescents during COVID-19 school closure and after school reopening

Gender‐Based Differences in Academic Achievement in a University Design Program

The Roles of Gender Identity, Peer Support, and Math Anxiety in Middle School Math Achievement

Contact Info

Product

Resources

About