Gender influences on adolescent development.

Abstract

Adolescence is a period in which girls are increasingly confronted with expectations to conform to female gender role prescriptions. The predominant tone of the literature describing girls' development during this age generally has been bleak. Research has noted the risks girls face as they are suddenly confronted with the conflicting expectations that embody our society's current female gender role, and has emphasized the negative outcomes that often result as girls attempt to fulfill these expectations. However, these findings do not apply to all adolescent girls, in part, because research has not sufficiently accounted for the diversity of experiences encountered by girls of varying racial, ethnic, and socioeconomic backgrounds. Girls outside of the dominant culture are often confronted with gender role expectations that differ from the dominant culture. Such expectations may foster greater resilience in minority girls than in girls of European descent. In this chapter, we examine the female gender rote, girls' developing awareness of this role, and the impact such awareness has on adolescent girls' development. We end this chapter with an examination of girls' strategies of resistance and research implications.

Chronic Stress and Its Consequences on Subsequent Academic Achievement among Adolescents

“…A number of national surveys and investigations have confirmed the situation, finding that every third adolescent reported serious stress-related symptoms (Bremberg, 2006;Schraml, Perski, Grossi, & Simonsson-Sarnecki, 2011;Socialstyrelsen, 2009). Females have been shown to be more vulnerable to stress and its negative implications on health and well-being than males (Basow & Rubin, 1999;Hagquist, 2009;Schraml et al, 2011).…”

Characteristics and educational support needs of underrepresented gifted adolescents

“…As bright girls reach adolescence, they internalize the social norm that to be feminine means to express kind and gentle behaviors as opposed to expressing autonomy, decisiveness, and high achievement (Basow & Rubin, 1999;Hollinger, 1985;Hollinger & Fleming, 1988). Astute young women often realize this before they are mature enough to successfully negotiate their way through the maze of adolescence.…”

“…A talented female who does suppress her abilities may not do as well on tests or participate in class as much as she is capable of given her high intellect. With age, talented females' representation in gifted programs declines, and they begin to value conformity, to realize the benefits of fitting in, and to stop voicing opinions and concerns in favor of popularity (Basow & Rubin, 1999).…”

“…Gifted students realize that their exceptionality sets them apart (Buescher, 1991;Genshaft, Bireley, & Hollinger, 1995;Gross, 1998). This perceived difference could lead to insecurity, depression, isolation, a low self-concept, and feelings of being misunderstood (Basow & Rubin, 1999;Falk & Miller, 1998). Adolescents with gifts and talents may also feel they need to hide their ability to gain peer acceptance in their search for intimacy.…”

Structure and Underlying Value of Preferable Gender Characteristics Among the Students of Belgrade University

“…The contested concept of a "genderrole identity" is usually used to describe the extent to which an individual identifies with and conforms to the cultural, locally accepted standards of femininity or masculinity. In a given society, determination of gender roles specifies types of behaviours, beliefs and attitudes that males and females are expected to have and exhibit (Basow & Rubin, 1999;Kessler & McKenna, 1978;Wood, Christensen, Hebl, & Rothgerber, 1997;Wood & Eagly, 2002).…”