Gender aspects of status in teenage student groups

Abstract

Typical male and female roles and relationships can be observed at different social levels: intergroup, intragroup, interpersonal, intrapersonal. In adolescence, increased development of gender characteristics (gender identity, gender stereotypes, gender roles) appears at all levels. Since the leading activity at this age is interpersonal communication, research into gender characteristics and their influence on relations in the student group is one of the most important tasks of modern psychology.One hundred and forty teenagers in grades 6-8 from secondary schools in Moscow, aged of 12-14, were involved in the research. Special social-psychological techniques were applied for assessment of status relations (sociometry, referentometry, methodology for defining the informal intragroup power structure) and gender characteristics (Bem Sex Role Inventory in classical and modified versions), as well as correlation and cluster analyses.We found that representations about the group leader contained clear masculine features. We underline the discrepancy between the qualities attributed to the image of the leader and the qualities of the actual group leaders. Thus, the image of the leader includes predominantly masculine characteristics, while actual high-status group members describe themselves with both feminine and gender-neutral features. Finally gender-typed behavior and masculine traits are more typical of low-status teenagers.

Evaluación de las actitudes, motivación e intereses lectores en preadolescentes y adolescentes

“…La identidad de género comienza su desarrollo desde el nacimiento, pero es en la adolescencia cuando se intensifica este proceso y los adolescentes prestan más atención a la construcción de la feminidad y la masculinidad, tratando de comprender y aceptar los estereotipos o roles que les son asignados en función del género. Así, la intensificación de la identidad de género se convierte durante la adolescencia temprana en una herramienta que permite hacer frente a una fase de transición difícil en la que el proceso de fortalecimiento de los estereotipos masculinos y femeninos ocurre a través de la interacción entre pares y en el contexto familiar (Sachkova y Timoshina, 2016). En este sentido, ya desde la etapa Preescolar se construyen creencias acerca de que leer es una actividad asociada esencialmente a las niñas (Calero, 2017;Zambo, 2007).…”

Gender Features of Coping Strategies in Men and Women

“…Most research in gender differences in stress and coping postulate that the concepts of 'sex' and 'gender' should be distinguished in relation to personal behavioral characteristics, including coping (Connell, 2011;Lipińska-Grobelny, 2011;Mayor, 2015;Ovsyanik, 2013;Sachkova, Timoshina, 2016;Sinnott, Shifren, 2001;Vafaei et al, 2014;Vafaei et al, 2016;and others).…”