Gender Stereotypes: What Are They and How Do They Relate to Social Inequality?

Meeussen, Loes; Rossum, Aster Van; Laar, Colette van; Derks, Belle

doi:10.1007/978-3-030-93795-9_7

Cited by 5 publications

(3 citation statements)

References 53 publications

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“…Gender stereotypes do not only include beliefs about attributes and behaviors but also about cognitive skills and perceived adequate occupations of women and men (Diekman and Eagly, 2000 ). Accordingly, the segregation in social roles leads to power and opportunity inequalities since women and men learn which skills are relevant to their social gender roles, resulting in different treatment and the perception of desirable careers (Meussen et al, 2022 ). If women and men work in jobs which are in line with their gender roles, society perceives them as “successful and productive members” who fulfill the gendered role expectations (Clow and Ricciardelli, 2011 , p. 198).…”

Section: Theoretical Framework and Literature Reviewmentioning

confidence: 99%

The perceived role fit of women and men academics: evidence from the social sports sciences

Lesch,

Scharfenkamp,

Wicker

2023

Front. Psychol.

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IntroductionThe underrepresentation of women in academia is often explained by the presence of gender stereotypes and the perception that women fit the role of an academic to a lesser extent. Based on social role theory and role congruity theory, this study investigates and estimates the perceived role fit of women and men academics in the social sports sciences.MethodsData were collected with a quantitative online survey. The sample (n = 792) includes individuals who study or work in sports economics, sport management, or sport sociology (referred to as social sports sciences). The questionnaire included items that reflect attributes of an ideal-typical academic as well as women and men academics in four dimensions, i.e., leadership, research methods, media visibility, and research topics. In the first step, these items were used to estimate a total role fit index for both women and men academics, as well as indices for all dimensions. In a second step, regression analyses were used to examine how respondents' individual characteristics (e.g., discipline, career stage, gender, presence of role models) are related to their perceived role fit indices and the differences in the perceived role fit.Results and discussionThe role fit index ranges from 0 to 1, and women have a higher total role fit than men (0.77 vs. 0.75). The results suggest that women in the social sports sciences are perceived as a better fit for the role of an academic. In contrast to role congruity theory, women's leadership fit is higher than men's fit in this dimension (0.79 vs. 0.72). Regarding the associations of individual characteristics, professors seem to perceive a lower role fit for both genders than students. Furthermore, the difference between the perceived role fit of men and women is smaller for women respondents. Having a woman role model leads to a higher fit of women academics in the leadership dimension.

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Section: Theoretical Framework and Literature Reviewmentioning

confidence: 99%

The perceived role fit of women and men academics: evidence from the social sports sciences

Lesch,

Scharfenkamp,

Wicker

2023

Front. Psychol.

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“…They can create and maintain gender inequalities and discrimination in various domains of life, such as work, education, health, politics, etc. (Meeussen et al, 2022). They can also justify and perpetuate gender-based violence and human rights violations.…”

Section: Gender Stereotypesmentioning

confidence: 99%

“…In terms of gender differences, stereotypes define typically masculine and typically feminine characteristics (Kerkhoven, et al, 2016). Ideas about what men and women are like (descriptive stereotypes) often translate into ideas about what men and women should or should not be (prescriptive gender stereotypes) (Burgess & Borgida, 1999), assigning people gender roles, rewarding those who fit in and punishing those who deviate from these roles (Meeussen et al., 2022). Gender stereotypes as preconceived social and cultural patterns or notions, according to which women and men are attributed characteristics and roles determined and limited by their gender (Gender Equality Strategy, 2018–2023), are a serious obstacle to achieving real gender equality thus affecting discrimination.…”

Section: Introductionmentioning

confidence: 99%

Do gender stereotypes play a role in the process of identifying gifted students in Western Balkan countries? – Case study Bosnia and Herzegovina

Milic,

Simeunovic

2023

Euro J of Education

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Gender stereotypes, as a cause and consequence of deeply rooted attitudes, values and norms, directly affect the discovery and development of gifted potentials. Given the fact that high abilities are most successfully identified and properly developed in early school age, the aim of the study is to investigate the existence of gender differences in the perception of different abilities in boys and girls by teachers, parents, peers and self‐perception in multiple intelligences. The research was conducted on 115 lower primary school students in Bosnia and Herzegovina. Mann–Whitney U test was used to determine differences in various domains of giftedness between girls and boys throughout groups of evaluators. Statistically significant difference was found in 11 of the 36 variables analysed. Most statistically significant differences were found in parents' assessments (5), while 3 were found in teachers' assessments, 2 in peers' assessments, and only one in self‐assessments. Although the cultural factors, customs and traditions of the Balkan country of Bosnia and Herzegovina have a great influence on gender stereotypes, the results of research on gender discrimination in the process of identifying giftedness are largely similar to the results of developed European countries. The results of the study can be used in the context of general education as a basis for critical re‐examination of negative attitudes towards females in the direction of a particular professional orientation.

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Don’t Be My Neighbor: Exploring Social and Value Predictors of Sexual Prejudice Expressed by Those Who Fully Accept Sexual Minorities

Davoudpour

2023

Arch Sex Behav

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Gender Stereotypes: What Are They and How Do They Relate to Social Inequality?

Cited by 5 publications

References 53 publications

The perceived role fit of women and men academics: evidence from the social sports sciences

The perceived role fit of women and men academics: evidence from the social sports sciences

Do gender stereotypes play a role in the process of identifying gifted students in Western Balkan countries? – Case study Bosnia and Herzegovina

Don’t Be My Neighbor: Exploring Social and Value Predictors of Sexual Prejudice Expressed by Those Who Fully Accept Sexual Minorities

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