Untitled

The aims of this study were (1) to confirm gender differences in crying in middle childhood and (2) to identify factors that may explain why girls cry more than boys in a Dutch sample (North Holland and Utrecht). We examined 186 children’s (age: 9–13 years) self-reports on crying, catharsis, seeking support for feelings, and internalizing feelings. Girls reported a greater crying frequency and crying proneness, and more emotional and physical catharsis after crying. In addition, they more frequently sought support for feelings and more often experienced sadness and somatic complaints than boys. Seeking help for negative feelings and the experience of sadness and somatic complaints were positively associated with crying frequency and crying proneness. Emotional catharsis was positively linked to crying proneness. Support was found for the potential mediating role of sadness and somatic complaints with respect to the gender difference in crying frequency and for the potential mediating role of emotional catharsis and somatic complaints for crying proneness. This study demonstrates that gender differences in crying frequency already exist in middle childhood and the findings suggest a linkage between these gender differences in crying and psychosocial factors.

Section: Discussionmentioning

confidence: 99%

Crying in Middle Childhood: A Report on Gender Differences

Jellesma

Vingerhoets

2012

“…Parents’ education level was used as an index of socioeconomic status (e.g., see Ex and Janssens 1998; Finkelstein et al 2007). Participants separately indicated their mother’s and father’s highest level of education as follows: 1 = elementary school , 2 = some high school , 3 = high school graduate , 4 = some college , 5 = bachelor’s degree , 6 = some graduate school , or 7 = graduate degree (master’s, doctorate, medical, law, etc . )…”

Section: Methodsmentioning

confidence: 99%

“…Socioeconomic background The education level of participants’ parents is an approximate index of socioeconomic status commonly used in studies (e.g., Ex and Janssens 1998; Finkelstein et al 2007). Some research suggests that feminist beliefs (Morgan 1996) and gender-egalitarian attitudes (Ex and Janssens 1998) are more likely among women whose mothers had higher education levels.…”

Section: Introductionmentioning

confidence: 99%

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College Women’s Feminist Identity: A Multidimensional Analysis with Implications for Coping with Sexism

Leaper

Arias

2011

This study examined components of women’s feminist identity and possible relations to their reported coping responses to sexism. A sample of 169 undergraduate women (M = 19.4 y, SD = 1.2) from diverse ethnic backgrounds completed surveys assessing their experiences and gender-related views. The first set of analyses revealed that women’s social gender identity, exposure to feminism, and gender-egalitarian attitudes independently contributed to feminist identification; moreover, non-stereotyping of feminists further predicted feminist self-identification. A second set of analyses tested the relative contribution of feminist identity components to women’s cognitive appraisals of coping responses to sexual harassment. Seeking social support was predicted by self-identification as a feminist (for White European American women only). Confronting was predicted by social gender identity, non-stereotyping of feminists, and public identification as a feminist. Findings highlight possible components of women’s feminist identity and their possible impact on coping responses to sexism.

“…Parents’ education level was used as an index of socioeconomic status (e.g., see Ex and Janssens 1998). Participants separately indicated their mother’s and father’s highest level of education as either: 1 = Elementary school , 2 = Some high school , 3 = High school graduate , 4 = Some college , 5 = Bachelor’s degree , 6 = Some graduate school , or 7 = Graduate degree (master’s, doctorate, medical, law, etc .)…”

Section: Methodsmentioning

confidence: 99%

Latina and European American Girls’ Experiences with Academic Sexism and their Self-Concepts in Mathematics and Science During Adolescence

Brown

Leaper

2010

The study investigated Latina and European American adolescent girls’ (N = 345, M = 15.2 years, range = 13 to 18) experiences with academic sexism in mathematics and science (M/S) and their M/S perceived competence and M/S value (liking and importance). M/S academic sexism was based on girls’ reported experiences hearing sexist comments about girls’ abilities in math and science. Older European American adolescents, and both younger and older Latina adolescents, who experienced several instances of academic sexism felt less competent in M/S than girls who experienced less sexism (controlling for M/S grades). In addition, among older girls (regardless of ethnicity), those who experienced several instances of academic sexism valued M/S less than girls who experienced less sexism.