Sex-Role Learning: A Test of the Selective Attention Hypothesis

Bryan, Janice Westlund; Luria, Zella

doi:10.2307/1128587

Cited by 18 publications

(8 citation statements)

References 21 publications

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“…For the sample of 297 boys, 29 significant differences were found, 62% of which favoured the male model. These results suggest that when their answers varied according to the sex of the main character, the girls, and to a lesser extent the boys, displayed a tendency to choose according to the principle of same-sex identification, which is in keeping with previous research and with psychosocial and psychodynamic theoretical formulations (Block, 1973;Bryan & Luria, 1978;Flerx et al, 1976;Weishaar et al, 1981;Wolf, 1975Wolf, , 1976.…”

Section: Concluding Commentssupporting

confidence: 87%

“…Among the large number of variables that come into play in the fonning of interests and sexual stereotypes, two main factors emerge from the literature: the role of same-sex identification and the importance of culturally learned role models. Identification constitutes a determining factor in the acquisition of one's sexual identity and the parent of the same gender is seen as the dominant role model (Bryan & Luria, 1978;Flerx, Fidler, & Rogers, 1976;Weishaar, Green, & Craighead, 1981). particularly for boys who identify mainly with their father and other male models regardless of career choice-"traditional", "androgynous" or "feminine" (Block, 1973;Wolf, 1975Wolf, , 1976.…”

Section: Sex Differences In Interest Measurementmentioning

confidence: 99%

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Sexual Identification and the Maturing Vocational Interests of Pre‐adolescent Girls

Tétreau

Trahan

1988

Applied Psychology

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Les études portant sur l'organisation des aspirations ont régulièrement conclu à des différences persistantes entre les hommes et les femmes, et cela indépendamment de l‘âge, du pays et de l'identité linguistique ou culturelle. Toutefois, ces différences ont pu être atténuées dans bien des pays par l'ouverture aux femmes ces dernières décennies de professions traditionnellement non féminines. Pour traiter cette question, 295 lycéennes et 297 lycéens québecois des niveaux 5 à 11 ont d'abord été confrontés aux 102 diapositives en couleur du “Visual Interest Test” (V.I.T.), un inventaire non verbal qui présente des travailleurs des deux sexes réalisant des tâches professionnelles concrètes et qui mesure des traits correspondant étroitement aux types RIASEC de Holland. On leur a immédiatement après montré 48 autres diapositives, identiques à 48 des diapositives du V.I.T. sinon que le sexe des personnages avait été inversé. Les filles ont choisi le modèle féminin dans 25 des 35 différences significatives (à 0.05) tandis que les gançons se portaient sur le modéle masculin 18 fois sur 29 dans les mêmes conditions. Les structures d'intirêts des lycéens sont dans la ligne des différences traditionnelles liées au sexe, avec une exception remarquable, celle des scores significativement plus forts obtenus par les filles du niveau 11 à l’échelle d'esprit d'entreprise, résultat en aceord avec des observations analogues tirées du V.I.T. sur d'autres éehantillons de lycéennes des deux Amériques parlant français, anglais, espagnol ou portugais. Regardless of age, country, linguistic or cultural affiliation, studies of vocational interest patterns have consistently shown marked differences between women and men. However, the greater accessibility of women to non‐traditional occupations in many countries over the last few decades may have resulted in a lessening of those differences. To address this question, 295 female and 297 male students from grades 5 to 11 in Quebec, Canada, were first presented with the 102 regular colour slides of the Visual Interest Test (V.I.T.), a non‐verbal inventory showing workers of both sexes performing real‐life occupational tasks and measuring traits which closely correspond to Holland's RIASEC types. They were then immediately exposed to 48 additional slides identical to 48 of the regular V.I.T. slides, save for the sex of the characters which is reversed. The results show that the girls chose the female model in 25 out of 35 significant (p à 0.05) sex‐model differences, whereas the boys chose the male model in 18 out of 29 such differences. Analyses of the students' interest patterns reveal traditional sex differences, with the notable exception of the significantly higher scores obtained by the 11 th‐grade girls for the Enterprising scale, a result which is in keeping with similar observations made with the V.I.T. for other samples of French, English. Spanish and Portuguese‐speaking high school female students in both North and South America.

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Section: Concluding Commentssupporting

confidence: 87%

Section: Sex Differences In Interest Measurementmentioning

confidence: 99%

Sexual Identification and the Maturing Vocational Interests of Pre‐adolescent Girls

Tétreau

Trahan

1988

Applied Psychology

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“…In contrast, Bryan and Luria (1978) did not find differential attention to pictures of same-sex models. However, their stimuli were pre-sented sequentially, and thus did not require selective attention.…”

Section: Development Of Gender Role Knowledgecontrasting

confidence: 71%

“…Thus evidence shows that children who have attained constancy prefer to attend to same-sex models, although this effect seems to be stronger for boys. The failure of Bryan and Luria (1978) to replicate the findings of Slaby and Frey and Citron, Serbin, and Connor suggests that, as in the measurement of toy preference, it may be useful to vary the stimuli on more than one dimension to avoid ceiling effects. Finally, as on other dependent measures, some indication exists that the male role is more highly valued than the female role.…”

Section: Development Of Gender Role Knowledgementioning

confidence: 99%

Development of gender role knowledge and gender constancy

Stangor

Ruble

1987

New Directions for Child and Adolescent Development

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Research suggests that children's developing knowledge about traditional gender roles has a substantial influence on how they process information pertaining to gender. Euidence also shows that as children attain gender constancy, their behaviors become especially responsiue to gender-related information. Deuelobment of Gender Role Knowledge and Gender ConstancyCharles Stangor, Diane N . RubleGender is probably the most obvious way that individuals differ. In a sample of college students asked to name ways that people differed, 20 percent of those who mentioned a physical difference mentioned gender first (Stangor and Lama, 1986). Gender was mentioned more often than height, weight, age, or religion. Corresponding to this emphasis on gender differences are social norms serving to specify appropriate or normative behavior for men and women (gender roles), and gender stereotypes (sets of traits that are seen to differentially describe men and women). Our culturally defined gender roles are among the most pervasive (Ashmore, 1981) and strongest of any social norms in our society.Psychologists have studied gender roles and gender stereotypes,

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“…Pada usia 8 tahun anak sangat rigid dalam memikirkan semua topik dan cenderung berlebihan dalam menggeneralisasikan fakta-fakta baru yang ditemukannya. 19 Sosialisasi gender berawal di rumah dan terus berlanjut pada lingkup pergaulan yang lebih luas dan tingkat-tingkat pendidikan selanjutnya. Jenis informasi dan pengalaman belajar yang dialami anak berperan penting dalam sosialisasi gender, dan hal ini sangat diwarnai oleh gurunya.…”

Section: Guru Dan Diskriminasi Genderunclassified

Bias Gender Dalam Buku Pelajaran Ski Tingkat Madrasah Ibtidaiyah

Nasution

2018

JCIMS

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Gender Bias in History of Islamic Civilization (SKI)Course Materials at Madrasah Ibtidaiyah Level. This article examines the issue of gender bias in Islamic civilization history textbooks at Madrasah Ibtidaiyah level. Specifically, this article examines the extent to which gender bias is possible in SKI lessons for material sphere, images and rubrics. The data obtained through the study of the document, by analyzing textbooks and course materials used by teachers at the level of Madrasah Ibtidaiyah. This study found that SKI textbooks are still gender biased. Therefore, it is necessary to write textbooks for madrasah students by taking into account the principle of gender equality, so that gender bias issues are not preserved by Islamic educational institutions in Indonesia. The findings of this study may serve as a basis for the government, in particular the Ministry of Religious Affairs, in determining policies on textbooks for madrasah that should promote gender equality.

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Sex-Role Learning: A Test of the Selective Attention Hypothesis

Cited by 18 publications

References 21 publications

Sexual Identification and the Maturing Vocational Interests of Pre‐adolescent Girls

Sexual Identification and the Maturing Vocational Interests of Pre‐adolescent Girls

Development of gender role knowledge and gender constancy

Bias Gender Dalam Buku Pelajaran Ski Tingkat Madrasah Ibtidaiyah

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